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UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


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LIBRARY 


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[Bulletin  IX.  "Price  50  Cents 


PSYCHOLOGICAL  TESTS 

REVISED  anJ  CLASSIFIED 

BIBLIOGRAPHY 


David  Mitchell 
Georgie  J.  Ruger 


The  Bureau  oJ  Educational  Experiments 

16  West  Eighth  Street 
?^  ^    ^  ^  Nfvv  York  Cr-Ty 


PSYCHOLOGICAL  TESTS 

REVISED  and  CLASSIFIED 

BIBLIOGRAPHY 


David  Mitchell 
Georgie  J.  Ruger 


The  Bureau  of  Educational  Experiments 

16  West  Eighth  Street 
New  York  City 


•  •  • 
• '  .  •• 


•  •  •«  •  • 


PREFACE 


N  publishing  this  Bibliography,  the  Bureau  of  Educa- 
tional Experiments  wishes  to  aid  the  great  army  of 
workers  who  are  interested  in  the  evaluation  of  intelli- 
gence. The  titles  are  classified  under  various  headings 
so  that  one  who  wishes  to  work  on  a  special  field  may  readily  find 
the  necessary  references.  The  first  three  sections  include  discus- 
sions of  general  problems,  the  development  of  procedures,  and 
the  treatment  of  results.  Section  IV-  includes  reports  which 
present  data  obtained  in  the  investigation  of  various  problems  and 
in  the  examination  of  different  groups  of  subjects.  Attention  is 
directed  to  the  latter  part  of  Section  II.,  B.  in  which  tests  are 
listed  according  to  name,  and  the  names  of  the  authors  reporting 
on  the  tests  are  given. 

This  publication  reprints  the  titles  given  in  the  Bibliographies 
previously  prepared  by  the  Bureau.  It  contains,  also,  numerous 
additions,  principally  articles  of  earlier  date.  Many  of  the  reports 
from  foreign  countries,  omitted  in  the  earlier  compilations,  are  now 
given.  Further  additions  will  be  made  when  the  references  are 
available.  The  compilers  are  anxious  to  make  this  Bibliography  as 
helpful  as  possible,  and  would  welcome  criticisms  and  suggestions. 

In  a  number  of  cases  we  have  made  use  of  references  prepared 
bv  other  authors.  Where  this  has  occurred,  we  have  indicated  the 
fact  by  enclosing  the  author's  name  in  brackets.  We  wish  to 
express  our  indebtedness  to  such  authors. 

DAVID  MITCHELL. 


October  1,  1918. 


CONTENTS 

PAGE 

I.  Theoretical.  Historical,  and  General  Discussions 7 

II.  Methodology.    Apparatus,    and    Technique 20 

A.  Intelligence  Scales 20 

1.  Binet-Simon,   Yerkes.  Tekmax.  etc.       .        .      '.        .       .        .20 

2.  De  Sanctis.  Knox.  Porteus,  etc 39 

B.  Individual  Tests  and  Groups  of  Tests,  Listed  by  Authors  and 

Tests 41 

C.  Stattsttcai.  Methods 59 

III.  Group    Tests 72 

IV.  Results  of  Application 77 

1.     With   Children-    (not  feerlemtnded")       .        .        .        .       .       .        .11 

2><^-    With  Adults 92 

3.  With   the  Feebleminded 96 

4.  With  the  Psychopathic 102 

5.  With    Delinquents 104 

6.  With    Different    Social   Groups 108 

7.  With  the  Physically  Defective 110 

8.  For  Sex  Differexies 112 

9.  For  Race  Differences 114 

10.    Vocational  Selection 115 


I.     Theoretical,    Historical   and    General    Discussions 

1.  Anderson.  V.  V.     The  Laboratory  in  the  Study  and  Treatment  of  Crime. 

J.   of  Crim.   Law  and   Criminol,   1914-15,  5,  840-850. 

The  psychopathic  laboratory  of  the  Boston  Municipal  Court.  A  comparison  of 
mentally    defective   and   psychopathic  cases. 

2.  Anderson,  V.   V.      A   Proper   Classification   of   Borderline   Mental    Cases 

Amongst  Ofifenders.    Boston  Med.  and  Surg.  J.,  1918.  173,  466-469.   Also 

J.  of  Crim.  Law  and  Criminol.,  1916,  6,  689-695. 

Discussion  of  three  types  of  borderline  mental  cases:  the  mental  defectives,  the 
psychopaths  and  the  mental  delinquents.  Mental  level  is  mentioned,  but  infor- 
mation  not   given   concerning   its   derivation, 

3.  Anonymous.     Vocational   Guidance  Analyzed.     Nat.  Assoc,  of  Corpora- 

tion Schools,   Bulletin,  1913,  3,  21-31.     Reprint  from  "The   Unpopular 

Review." 

Ridicules    the    use    of    psychological    tests    in    vocational    guidance. 

4.  Ayres,  L.  P.     Psychological  Tests  in   Vocational  Guidance.     J.  of  Educ. 

Psychol.,   1913,  4,   232-237. 

Selecting  people  for  positions  or  positions  for  people.  A  review  of  Miinsterl)erg'» 
work  and  that  of  others  in  testing  people  for  positions.  No  tests  have  l)eei> 
developed    which   are    adequate   for  the   second   purpose. 

5.  Binet,   A.     A   propos   de    la   mesure    de    I'intelligence.      Annee    psycho!.,. 

1905,  11,  69-82. 

The   ability   to   profit   by  instruction   is   a  good   measure   of  intelligence. 

6.  Binet,  A.     Comment  les  instituteurs  jugent-ils  I'intelligence  d'un  ecolier? 

Bull.  Soc.  libre  fitude  de  I'Enfant,  1910,  10,  172-182. 

Results  show  marked  inaccuracy  in  judgments  when  based  on  other  than  sound 
experiment,   training   and   experience    (Kohs). 

7.  Binet,  A.     L'fitude   experimentelle   de   I'intelligence.     Paris:    Schleicher, 

1903.     Pp.  309. 

A  study  in  individual  differences,  the  subjects  being  the  author's  two  dauglilerR, 
thirteen   and  fourteen    years  of  age. 

8.  Binet,  A.,  et  Simon,  T.     Sur  la  necessite  d'etablir   un   diagnostic   scien- 

tifique    des    etats    inferieurs    de    rintelligetice.      Annee    psychol.,    1905, 
11,  163-190. 

A   discussion    of    means    for   the    exact    measurement    of    intelligence.      Proposes    ::>. 

series  of  intelligence  tests. 

9.  Binet,  A.,  et  Simon,  T.     Methodes  nouvelles  pour  le  diagnostic  du  niveair 

intellectual  des  anormaux.    Annee  psychol.,  1905,  11,  191-244. 

The  30  tests  of  the  1905  series  presented.  There  is  also  a  brief  discussion  of  the 
pedagogical  examination  of  the  feebleminded  and  a  longer  discussion  of  the 
medical  examination. 

10.  Binet,  A.,  et  Simon,  T.     Application  des  methodes  nouvelles  au  diagnos- 

tic   du    niveau    intellectual    chez    des    enfants    normaux    et    anormaux . 
d'hospice  et  d'ecole  primaire.     Annee  psychol.,  1905,  11,  245-336. 

Analysis   of   age   differences    found    in   tests   of   about   50   pupils.     Analysis   of   the? 

intellectual     capacities     of    the    different    grades     of    feeblemindedness.       Binet's; 

method  of  standardization. 

11.  Binet,  A.,  et  Simon,  T.     Les  Enfants  anormaux.     Guide  pour  I'admission' 

des  Enfants  anormaux  dans  les  classes  de  Perfectionnement.     Paris:: 
Colin,  1907.     Pp.  211.     Tr.  by  W.  B.  Drummond.     (With  an  appendis: 


containing  the  Binet-Simon  Tests  of  Intelligence  by  M.  Drummond.) 

New  York:    Longmans,  Green,  1914.     Pp.  180. 

The  psychology  of  mental  defectives,  including  discussion  of  results  obtained  by 
the  application  of  the  1905  scale.  Their  pedagogical  and  medical  examination 
also  discussed. 

-12.     Binet,  A.,   et  Simon,  T.     Langage  et  pensee.     Annee   psychol.,   1908,   14, 
284-339. 

Discusses  the  evolution  of  language,  language  as  a  sign  of  intelligence,  and  the 
relation  between  language  and  thought.  Also  takes  up  the  difference  between 
the  feebleminded  adult  and   a   normal  child  of  the  same  mental  age. 

13.  Binet,  A.,  et  Simon,  T.     L'Intelligence  des   imbeciles.     Annee   psychol., 

1909,  15,  1-147. 

Terman  says,  "Of  the  criticisms  which  have  been  showered  upon  him,  not  one  in 
ten   would  have  been   possible  had  the  authors  of  them  ever   read  this  article." 

14.  Binet,  A.     Les  Idees  modernes  sur  les  enfants.     Paris:    Flammarion,  1909. 

Pp.  346. 

The  author's  expressed  purpose  in  writing  this  book  was  to  summarize  the  results 
of  30  years'  experimentation  in  educational  matters.  It  includes  a  chapter  on 
the   measurement   of  intelligence. 

15.  Bingham,  W.   V.     Mentality   Testing  of  College   Students.     J.   of   Appl. 

Psychol.,  1917,  1,  38-45. 

"The   present   demand,    the   problems,    and   a   program   for  cooperative   research. 

16.  Bobertag,  O.    A.  Binet's  Arbeiten  iiber  die  intellektuelle  Entwicklung  des 

Schulkindes  (1894-1909).    Zsch.  f.  angew.  Psychol.,  1909,  3,  230-259. 
Reviews  Binet's  work. 

17.  Bobertag,  O.     Neuere  Arbeiten  uber  Intelligenzprufung.     Zsch.  f.  angew. 

Psychol.,   1911,  5,  204-210. 

Reviews. 

18.  Bobertag,  O.     Neuere  Arbeiten  zur  Intelligenzpriifung.     Zsch.  f.  angew. 

Psychol.,  1913,  8,  154-166. 
Further  reviews. 

19.  Boshler,  I.  E.  V.     Mental  Tests.    Volta  Rev.,  1918,  20,  193-195. 

No   original   work.     The    application   of   mental    tests   to  the   deaf. 

•20.     Brenner,  A.  F,     Attitude  as  it  Affects  Performance  of  Tests.     Psychol. 
Review,  1916,  23,  303-333. 

Evaluation  of  attitude  as  a  factor  "can  be  done  only  in  descriptive,  not  in 
quantitative   terms." 

■-21.     Bronner,  A.    F.     The   Psychology   of   Special   Abilities   and   Disabilities. 
Boston:    Little,  Brown  &  Company,  1917.     Pp.  269. 

The  chapter  on  Differential  Diagnosis  enumerates  and  discusses  "tests  available 
for  the  study  of  various  mental  processes."  The  book  offers  a  prog^ram  for 
attacking   problem   cases   and    illustrates   method    by    selected    case-studies. 

22.  Burt,  C.     Mental  Tests.     Child  Study,  1915,  8,  8-13. 

Urges  the  claim  of  research  and  outlines  a  plan  for  cooperative  study.  Inci- 
dentally  some  correlation   results   with   tests  given. 

23.  Carey,  N.    Factors  in  the  Mental  Processes  of  School  Children.     L  Visual 

and  Auditory  Imagery.  II.  On  the  Nature  of  Specific  Mental  Factors. 
III.  Factors  concerned  in  School  Subjects.  Brit.  J.  of  Psychol., 
1915,  7,  453-473;  1915,  8,  70-92;  1916,  8,  170-182. 

The  question  of  a  "general  factor"  in  mental  performances  is  the  chief  con- 
sideration. With  the  tests  the  evidence  is  not  clear,  but  in  the  school  work 
there  is  an  indication  of  a  general  factor  which  is  complicated  by  the  existence 
of  other   factors. 

8 


24.  Claparede,   E.     Tests   de   d^veloppement  et    tests   d'aptitudes.     Arch,   de 

Psychol.,  1914,   14,   101-107.     Tr.  by   C.   R.   Chappie,   Child  Study,   1915, 
8,  108-112. 

The  distinction  between  tests  of  individual  capacity  and  tests  of  age  level  and 
how   it   is   to  be   established. 

25.  Cogan,  L.  G.,  Conklin,  A.  M.,  and  Hollingworth,  H.  L.    An  Experimental 

Study    of   Self-Analysis,    Estimates    of    Associates    and    Psychological 
Tests.     School  and  Soc,  1915,  2,  171-179. 

A   study   of   intercorrelations   between    the    above   three    factors. 

26.  Cornell,  W.  S.    Health  and  Medical  Inspection  of  School  Children.     Phila- 

delphia:   F.  A.  Davis  Company,  1912.     Pp.  614. 

27.  Dana,  C.  L.     Mental  Tests.     Med.  Rec,  1913,  83,  1-10. 

A  discussion  of  mental  tests  under  three  heads:  Laboratory  tests,  which  include 
the  author's  own  arrangement  of  a  series;  Association  tests;  and  the  Binet- 
Simon   tests.      An   appendix   gives   the    1911    list    of   Binet   tests. 

28.  De  Sanctis,  S.     Les  enfants  anormaux.  1.  Cong,  intern,  de  Pedol.,  Brux- 

elles,  1911. 

He  recommends  the  Binet  scale,  but  states  that  in  order  to  treat  the  child 
properly  we  must  not  only  know  the  degree  of  mental  defect,  but  we  must  also 
determine   his   particular   mental  type    (Kohs). 

29.  De  Sanctis,  S.    Educazione  dei  Deficient!.    Miano:  Villardi,  1915.   Pp.  300. 

Presents  conclusions  drawn  from  sixteen  years'  work  with  feebleminded  in 
institutions  at  Rome.  Contains  much  material  on  the  measurement  of  intelli- 
gence,   including  a   discussion   of   the   Binet-Simon   scale. 

30.  Doll,   E.    A.     Clinical    Studies    in    Feeble-mindedness.      Boston:     Badger. 

1917. 

Diagnostic  criteria  and   illustrative  cases.     Desciiption  of  a  group  of  useful   tests. 

31.  Dosai-Revesz,  M.  Experimentelle  Beitrage  zur  Psychologie  der  moralisch 

verkommenen  Kinder.    Zsch.  f.  angew.  Psychol.,  1911,  5,  272-330. 

The    morally    feebleminded    compared    with    the    normal    and    other    feebleminded. 

2>2.     Ellis,  F.  W.,  and  Binghamj  A.  T.     Report  of  Mental  Examinations.     Re- 
print from  8th  Annl.  Rept.  of  N.  Y.  Prob.  and  Prot.  Assoc,  Sept.,  1916. 
Gives    statement    of    purpose    and    background    of    mental    testing,    and    cases    of 
individual   delinquents. 

33.  Fernald,  W.  E.     The  Diagnosis  of  the  Higher  Grades  of  Mental  Defect. 

Amer.  J.  of  Insan.,  1914,  70,  741-742.    Also  J.  of  Psycho-Asthen.,  1913, 
18,  73-84. 

A   physician's    warning   against    too   great   faith    in    psychological    tests. 

34.  Fernald,  W.  E.     Standardized   Fields  of  Inquiry  for  Clinical   Studies  of 

Borderline  Defectives.     Mental  Hyg.,  1917,  1,  211-234. 

"An  elaboration  and  demonstration"  of  a  former  paper — "The  Diagnosis  of  the 
Higher  Grades  of  Mental  Defect."  A  program  for  individual  case  study  con- 
sisting of  ten  lines  of  inquiry.  The  author  states  that  some  evidence  of  mental 
defect  even  in  the  borderline  cases  "will  be  found  in  most  of  the  ten  fields 
of  inquiry." 

35.  Ferrari,   G.    C.     Les    Arrieres    scolaires.      6    Cong,    de    psychol.,    Geneve, 

1909,  pp.  399-422. 

The    study    of   mental    types    has    been    found    valuable    by    the    clinician. 

Z6.     Goddard,  H.  H.     The  Feeble-Minded  Immigrant.     Training  School  Bull., 
1912,  9,  109-113. 

Showing  the  accuracy  with  which  trained  observers  can  detect  mental  defect 
simply    by    watching   the    line    of    immigrants    as    they    pass. 


i7.     Goddard,  H.   H.     The   Improvability   of   Feeble-Minded    Children.     J.   of 
Psycho-Asthen.,  1913,  17,  121-131. 

.146  subjects  ranging  in  chronological  age  from  5  to  40  and  in  mental  age  from 
1  to  12  were  given  three  annual  testings  by  the  Binet  scale.  It  is  concluded 
that  the  feebleminded  can  be  trained  in  activities  belonging  to  their  mental 
level,  but  cannot  be  improved  in  mental  capacity.  Educational  treatment  is 
indicated    in    this   hypothesis. 

38.  Goddard,    H.    H.      Feeble-Mindedness.      Its    Causes    and    Consequences. 

New  York:  Macmillan,  1914.     Pp.  599. 

The  chief  emphasis  of  the  book  is  on  the  relation  of  feeblemindedness  to  the  prob- 
lems of  crime,  pauperism,  alcoholism.  327  case  studies,  mental  level  being  de- 
termined by  the  Binet  scale.  Considers  the  Binet  scale  reliable  in  differentiating 
insanity    from   feeblemindedness. 

39.  Goddard,  H.   H.     School   Training   of   Defective    Children.     School   Effi- 

ciency   Series.      Yonkers-on-Hudson :     World    Book    Company,    1914. 

Pp.  97. 

In  1912  the  author  investigated  the  "ungraded  classes"  of  New  York  City.  This 
is  an  enlarged  and  generalized  report  of  that  investigation.  Much  of  its  argu- 
ment is  based  on  the  results  obtained  l)y  the  application  of  the  Binet  scale  to 
members  of  such  classes. 

40.  Groszmann,  M.  P.  E.     Classification  of  Exceptional  Children  as  a  Guide 

in   Determining  Segregation.     Reprint  from   Bull,    of  Amer.   Acad,   of 
Med.,  Oct.,  1909. 

A  distinction  is  made  between  the  mental  and  physio-psychological  tests. 

41.  Groszmann,  M.  P.  E.     The   Determination  of  Exceptional   Development 

in  Children.     A  Rational  System  of  Medical,  Physiopsychological  and 
Mental  Tests.     N.  Y.   Med.  J.,   1914,   100,  1071-1075. 

"Mere  backwardness,  educational  neglect,  simplicity  and  primitiveness  of  mind 
have   too  often   been   confounded   with  mental   defect." 

42.  Groszmann,   M.   P.   E.     The    Exceptional    Child.      New    York:     Scribner, 

1917.     Pp.  764. 

Part  II  is  devoted  to  the  "problem  of  clinical  research  and  diagnosis." 

43.  Hall,  M.     Mental  Tests.     Educ.  Bimonthly,  1914,  9,  66-78. 

Something  of  the  history  and  development  of  such  tests,  particularly  the  Binet- 
Simon. 

44.  Hart,  B.,  and  Spearman,  C.     General  Ability,  Its  Existence  and  Nature. 

Brit.   J.   of   Psychol.,    1912-13,  5,  51-84. 

Theoretical  consideration.  Believe  that  the  "remarkable  revival  of  mental  tests 
is  due  to  the  transformance  of  both  their  purpose  and  method  to  accord  with  the 
theory   of   a    General    Factor." 

45.  Hart,  B.,  and  Spearman,  C.     Mental  Tests  of  Dementia.     J.  of  Abnorm. 

Psychol.,   1914,  9,  217-264. 

The  use  of  tests  "for  estimating  impairment  of  intellect."  A  study  in  correla- 
tion  connected  with   the   problem   of   "general    and    specific   factors." 

46.  Healy,   W.     The   Individual    Delinquent.     Boston:     Little,    Brown,    1915. 

Pp.  825. 

Chapters  6  and  7  of  Book  I  are  largely  devoted  to  the  description  and  discussion 
of  mental  tests  and  include  sections  on  "Tests  for  Special  Abilities  and  Functions" 
and  "Norms  on  Our  Own  Tests." 

47.  HoUingworth,  H.  L.     Specialized  Vocational  Tests  and  Methods.     School 

and  Soc,  1915,  1,  918-922. 

A  description  and  evaluation  of  four  methods  which  have  been  developed  in  the 
search  for  vocational  tests:  vocational  miniature,  vocational  sampling,  vocational 
analogy,    and   miscellaneous  empirical   tests. 

10 


48.  HoUingworth,  H.  L.     Vocational  Psychology.     Its  Problem.s  and  Meth- 

ods.    New  York:    Appleton,  1916.     Pp.  308. 

A  history  of  vocational  psychology  and  a  discussion  of  the  various  methods  which 
have  been  employed  in  the  course  of  the  development  of  this  branch  of  applied 
psychology. 

49.  Hollingworth,   L.   S.     The   Vocational   Aptitudes    of  Women.     Chap.   X. 

pp.  222-244.     Hollingworth's   Vocational   Psychology. 

A  discussion  of  sex  differences  under  the  following  heads:  Innate  differences, 
differences  in  variability,  the  operation  of  special  causes,  differences  in  affective 
or  instinctive  equipment  and  the  effect  of  tradition.  Conclusion:  "Up  to  the 
present  time  experimental  psychology  has  disclosed  no  sex  differences  in  mental 
traits  which  would  imply  a  difference  of  labor  on  psychological  grounds." 

50.  Hollingworth,    H.    L.,    and    Poffenberger,    A.    T.      Applied    Psychology. 

New  York:  Appleton,   1917.     Pp.  ZZ7. 

Page  1%  ff .  Description  of  so-called  "teams  of  tests"  for  vocational  selection: 
method    of   derivation    and   tables. 

51.  Holmes,  A.     The   Conservation  of  the   Child.     Philadelphia:    Lippincott, 

1912.     Pp.  345. 

Discussion  of  the  function,  field,  methods,  and  sociological  relations  of  a  psycho- 
logical clinic.  In  the  chapters  dealing  with  the  classification  of  clinic  cases  the 
Binet   tests   and    some   pedagogical    tests   are   discussed. 

52.  Holmes,  W.  H.    School  Organization  and  the  Individual  Child.     Worces- 

ter, Mass.:    Davis  Press,  1912.     Pp.  211. 

The  modifications  of  school  organization  to  meet  the  demands  of  individual  educa- 
tion.    The  chapter  on  mental  tests  lists  the  De  Sanctis  and  the  Binet-Simon  tests. 

53.  Huey,    E.    B.      Retardation    and    the    Mental    Examination    of    Retarded 

Children.     J.   of  Psycho-Asthen.,    1910,   15,  31-43. 

Discusses  the  upper  limit  of  feeblemindedness  and  the  measurement  of  retardation 
above  "this  dead  line." 

54.  Huey,   E.   B.     Backward  and   Feeble-Minded   Children.      Clinical   Studies 

in  the  Psychology  of  Defectives,  with  a  Syllabus  for  the  Clinical 
Examination  and  Testing  of  Children.  Baltimore:  Warwick  and 
York,  Educ.  Psychol.  Monog.     Pp.  221. 

An  "intensive  clinical  study"  of  34  borderline  cases  of  the  State  School  and 
Colony  at  Lincoln,  Illinois.  Chapter  V  describes  the  tests  used.  Chapter  VI  con- 
tains the  author's  syllabus,  including  record  blanks  and  his  modification  of 
Goddard's   version    of   the    Binet    scale. 

55.  loteyko,  I.      Revue    Generale   des    Travaux   recents   sur   I'Enfance   anor- 

male.     Rev.  psychol.,    1909,  2,  238-248. 

56.  Irwin,  E.  A.     Tests  and  the  Method  of  Testing.     Training  School  Bull., 

1916,    13,    120-123. 

Principles    and    precautions.      Importance    of    objective    standards. 

57.  Jaederhplm,  G.  A.     Undersokningar  over  Intelligensmatningarnas  Teori 

och  Praxis.     Forlag.     Stockholm:    Bonniers,  Vols.   I.  and  II.,   1914. 

Research  on  the  theory  and  practice  of  the  intelligence  measurements.  An  in- 
tensive   study    of  psychological    testing. 

58.  Johnson,    G.    E.      Contribution    to    the    Psychology    and    Pedagogy    of 

Feeble-Minded   Children.     Ped.  Sem,,  1894,  3,  246-301. 

Contains  an  investigation  of  the  memory  span  and  mental  association  of  feeble- 
minded   children.      Includes    also    a    history    of    their    treatment. 

59.  Kite,   E.   S.     The   Development    of   Intelligence   in    Children.     Vineland: 

The  Training  School,  1916.     Pp.  2)2>6. 

Translation   of  Nos.   8,  9,   10,    156  and   158. 

11 


60.  Kite,    E.    S.      The    Intelligence    of    the    Feeble-Minded.      Vineland:    The 

Training  School.  1916.     Pp.  328. 
Translation   of  Nos.    12,    13  and    157. 

61.  Kitson,  H.  D.    Scientific  Study  of  the  College  Student.     Psychol.  Monog., 

1917,  23,  No.  1.    Pp.  81. 

A  program  looking  toward  the  realization  of  the  "ideal  of  individualized  instruc- 
tion."    Includes   a   description   and   discussion   of  tests   for   college    students. 

62.  Kohs,  S.  C.     A  New  Departure  in  the   Treatment  of  Inmates  of  Penal 

Institutions.       Publications     of     the     Research    Department,     Chicago 
House  of  Correction  Bull.  No.  1,  1915.  Pp.  14. 

63.  Kohs,   S.   C.     Who  is    Feeble-Minded?     J.   of   Crim.   Law   and    Criminol., 

1915-16,  6,  860-871. 

A   criticism  of  Wallin's   article   of  the   same    title. 

64.  Kohs,    S.    C.      The    Borderlines    of    Mental    Deficiency.      J.    of    Psycho- 

Asthen.,   1916,  20,  88-103. 

A  general  discussion  of  the  problem  including  the  use  of  the  Binet  scale. 

65.  Kraepelin,  O.     Der  psychologische  Versuch  in  der  Psychiatrie.     Psychol. 

Arbeiten,  1,   1-91. 

Wells  says  that  this  article  would  serve  quite  as  well  for  an  epilogue  to  the  first 
four   volumes  of  the   Arbeiten   as   for  a   prologue.     Very    little   change   in   procedure. 

66.  Kuhlmarm,  F.     The   Mental   Examination  of  Reformatory   Cases.     J.  of 

Crim.    Law    and    Criminol.,    1914,   5,   666-674. 

No  original  experimentation.  A  brief  and  "dogmatic"  discussion  of  the  methods 
of  mental  examination  for  the  purpose  of  determining  the  grade  of  intelligence. 

67.  Kulpe,    O.      Psychologic    und    Medizin.      Zsch.    f.    Patho-psychol.,    1912, 

1,  187-267. 

Does  not  believe  that  there  is  much  comparative  value  in  "mental  age."  Thinks 
Binet  exaggerated  the  value  of  the  .scale.  It  is  not  a  true  psychological  experi- 
ment because  it  lacks  the   aid  of  introspection. 

68.  Lapie,  P.     Avances  et  retardes.     Annee  psychol.,  1912,  18,  233-270. 

In  each  class  some  bright  young  children  and  some  dull  old  children  are  found. 
Investigates   with   tests   to  determine   the   reason.     Twenty-four   subjects. 

69.  Ley,    A.      Les    enfants    anormaux.      Annee    psychol.,    1912,    18,    503-519. 

Also  L'Enfance  Anorm,   1913,  7,  37-52. 
Reviews. 

70.  McDougall,  W.     Psychology  in  the  Service  of  Eugenics.     Eugenics  Rev., 

1913-14,  5,  295-308. 

A  program  of  the  work  which  lies  before  eugenisits.  Several  uses  to  which  mental 
tests  should  be  put,  e.g.,  in  the  investigation  of  the  relation  between  social 
status  and  mentality  and  in  the  study  of  racial  psychology  and  the  effect  of 
racial    mixtures. 

71.  Mead,  C.   D.     The   Relations  of  General   Intelligence  to   Certain   Mental 

and  Physical  Traits.     New  York.    Columbia  Univ.,  Teachers  College 
Contrib.  to  Educ,  1916.     Pp    117. 

A  comparative  study  of  normal  and  feebleminded  children  as  regards  age  o* 
walking  and  talking,  height  and  weight,  strength  of  grip  and  dextrality,  per- 
ception (cancellation  test)  and  memory  for  related  and  unrelated  words.  The 
feebleminded  children  were  also  tested  for  ability  to  form  abstract  notions  and 
for  power  of  association. 

72.  Meumann,  E.     Der   gegenwartige   Stand   der   Methodtk  der  Intelligenz- 

priifungen     (mit    besonderer    Rucksicht    auf    der    Kinderpsychologie). 

Zsch.   f.  exper.   Paed.,   1910,  11,  68-79. 

The  present  status  of  tests  of  intelligence  with  an  attempt  to  interpret  the 
principles    involved.      Discusses    aims   to   be    realized,    i.e.,    for   use    in   psychiatry; 

12 


to  distinguish  between  the  normal  and  abnormal;  to  determine  normal  types  and 
standards   of   normal    ability. 

12>.     Meumann,    E.      Experimentelle    Padagogik    und    Schulreform.      Zsch.    f. 
Pad.    Psychol.,    1911,   12,   1-13. 

The  problem  of  measuring  intelligence  is  very  important  for  experimental  pedagogy 
(Kohs). 

74.  Meumann,  E.     Vorlesungen.     Leipzig:     Engelmann,   1913.     Zehnte  Vor- 

lesuiig.     Pp,  800. 

75.  Mitchell,  D.     Schools  and  Classes  for  Exceptional  Children.     Cleveland: 

Survey  Committee  of  the  Cleveland   Foundation,  1916.     Pp.   122. 

Children  considered  as  socially  competent  and  socially  incompetent.  Decision  to 
be  based  on  the  results  of  an  extended  examination  which  will  include  many 
tests.     Evaluation    of   the    Binet-Simon    series. 

76.  Morgan,  B.  S.    The  Backward  Child.    New  York:  Putnam,  1914.     Pp.  263. 

The  application  of  tests  to  determine  the  mental  function  in  which  backward  chil- 
dren are  weak.  Chapter  13  gives  a  resume  of  the  tests  which  have  been  described 
in    detail   in    the   earlier   chapters. 

n.     Munsterberg,  H.     Finding  a  Life  Work.     McClure's  Mag.,  1910,  398-403. 

Suggestions  concerning  the  contributions  which  psychological  laboratories  and 
tests  have  to  offer  to  the  development  guidance. 

78.  Munsterberg,  H.     Psychology  and  Industrial  Efficiency.    Boston:  Hough- 

ton,  Mifflin,   1913.     Pp.   321. 

The  book  is  divided  into  three  parts:  The  Best  Possible  Man,  The  Best  Possible 
Work,  The  Best  Possible  Eflect.  The  first  part  analyzes  "the  results  of  experi- 
ments which  have  actually  been  carried  out."  Those  tested  were  motormen,  ship 
service  men  and  telephone  girls.  Efficiency  in  the  tests  was  found  to  correspond 
with    efficiency    in    service. 

79.  Myers,    C.    S.      The    Pitfalls    of    "Mental    Tests."      Brit.    Med.    J.,    1911, 

195-197. 

80.  Lough,  J.  E.     Experimental  Psychology  in   Vocational    Guidance.     Pro- 

ceedings of  the  Second  National  Conference  on  Vocational  Guidance. 
New   York:    1913,  89-96. 

"In  vocational  tests  the  functioning  of  the  mind  wiTl  be  more  significant  than 
mere  knowledge."  A  substitution  test  was  used  to  measure  the  subjects'  ability 
to  form  habits.  Results  correlated  with  typewriting  ability,  "business  forms"  in- 
cluding stenography,   and   German  grammar. 

81.  Pintner,   R.     The   Value    of   Mental   Testing   in    the    Elimination    of   the 

Repeater.     School  and   Soc,  1916,  4,  909-911. 

44   children,    who,    in    the    judgment   of   their    teachers,    would  probably    fail    in    the 

year's    work,    were    in    the    middle    of    the    year    tested    by  Yerkes    point    scale. 

33  were  found  to  be  normal  or  supernormal  and,  thanks  to  a  special  "coaching" 
class,  only  four  failed. 

82.  Pintner,  R.,  and  Paterson,  D.  G.    A  Psychological  Basis  for  the  Diagno- 

sis   of  Feeble-mindedness.     J.    of   Crim.    Law   and    Criminol.,    1916-17, 
7,  32-55. 

An  attempt  to  show  how  a  psychological  definition  of  feeblemindedness  may  be 
formulated  in  terms  of  degrees  of  intelligence  on  a  normal  curve.  "The  lowest 
three  per  cent,  of  the  community  at  large,  that  is,  the  lowest  as  determined  by 
definitely  standardized  mental  tests,  are  to  be  called  feebleminded."  The  Binet- 
Simon  scale  and  Yerkes  point  scale  are  analyzed  from  the  point  of  view  of  this 
hypothesis. 

83.  Pintner,    R.,    and    Toops,    H.    A.      Mental    Tests    of    Unemployed    Men. 

J.  of  Appl.  Psychol.,  1917.  1,  325-341;   1918,  2,  15-25. 

The  efficiency  of  our  employment  bureaus  could  be  greatly  increased  by  the  use 
of    mental    tests. 

13 


84.  Pintner,   R.      The    Mentality    of    the    Dependent    Child,    together    with    a 

Plan  for  a  Mental  Survey  of  an  Institution.  J.  of  Educ.  Psychol., 
1917,   8,  221-238. 

Advocates  a  group  of  well  standardized  class  tests  for  the  first  rough  grading 
according  to  mentality  and  for  carrying  on  mental  surveys  on  a  large  scale. 

85.  Porter,  F.     Difficulties  in  the  Interpretation  of  Mental  Tests — Types  and 

Examples.      Psych6l.    Clin.,    1915-16,   9,    140-158,    167-180. 

An  attempt  to  break  away  from  the  statistical  standpoint  and  to  emphasize  "the 
peculiarities  of  the   individual   child's   reactions  to  the  tests." 

86.  Pyle,  W.   H.     Mental  and   Physical    Examination   of  School   Children  in 

Rural   Districts.     Psychol.   Clin.,   1912-1913,  6,   260-262. 

A  program  for   the  universal   application  of  tests. 

87.  Pyle,  W.  H.     The  Value  to  be  Derived  from  Giving  Mental  Tests  to  All 

School  Children.  4th  Intern.  Congr.  School  Hyg.,  Buffalo,  1913,  5, 
637-641. 

88.  Pyle,   W.  H.     A   Manual    for   the    Mental   and   Physical    Examination   of 

School  Children.     Univ.  of  Missouri  Bull.,   1916,  17  (No.  24).     Pp.  32. 

89.  Rossolimo,   G.      Die   psychologischen    Profile.      Zur    Methodik   der   quan- 

titativen  Untersuchung  der  psychischen  Vorgange  in  normalen  und 
pathologischen  Fallen.  Eine  experimental  psychologische  Skizze. 
Klinik  fiir  psychische  und  nervosa  Krankheiten,  Halle,  Band  VI.,  Heft 
3  u.  4,  Band  VII.,  Heft  1,  1912. 

Represents  by   means  of  a  curve   the   test   results  for  an   individual. 

90.  Rossolimo,  G.     Mental   Profiles.     A  Quantitative  Method  of  Expressing 

Psychological  Processes  in  Normal  and  Pathological  Cases.  J.  of 
Exp.  Ped.,  1911-12,  1,  211-214. 

An    English  statement  of  the  above. 

91.  Roussel,  S.     Correspondence.     Bull.   Soc.   Libre   fitude  psychol.  de  I'En- 

fant,   1910,   10,  89-92. 

Emphasizes  the  predominance  of  sensation,  reason  and  personality  or  will  in 
various  periods.     Includes  a  chart  of  classification  for  ages  3  to  13. 

92.  Ruml,  B.     The   Reliability  of  Mental  Tests  in  the  Division  of  an  Acad- 

emic Group.     Psychol.  Monog.,  1917,  24,  No.  105.     Pp.  63. 

"The  object  of  this  research  is  the  determination  of  the  value  of  mental  testt  in 
dividing  large  groups  of  students  into  smaller  groups  of  relatively  equal  mental 
ability." 

93.  Report  of  the  Committee  of  the  American  Psychological  Association  on 

the  Standardizing  of  Procedure  in  Experimental  Tests.  Psychol. 
Monog.,  1910,  13,  No.   53.     Pp.   107. 

94.  Sandiford,  P.     The  Mental  and  Physical  Life  of  School   Children.     Lon- 

don:  Longmans,  Green,   1913.     Pp.  346. 

A  textbook  "for  the  use  of  students  in  Training  Colleges  for  Teachers."  The 
Stanford  tentative   revision    of  the   Binet-Simon  scale  listed. 

95.  Saffiotti,  F.  U.     Clinica  Medico-psico-pedagogica.     L'infanzia   Anormale, 

1911,   5,   102-116. 

A  program  for  the  work  of  a  clinic.  Among  the  tests  recommended  are  the 
De  Sanctis. 

96.  Saffiotti,  F.  U.     L'Examen  psychologique  des   ^coliers  et   les  problemes 

de  psychologie  pedagogique  normale  et  anormale.  Milan:  Civelli, 
1911. 

14 


97.  Saffiotti,    F.    U.      Rilievi    e    observazioni    sul    rendimento    scolastico    nei 

diversi    metodi    di    educazione    infantile.      Colturo    Popolare,    1914,    4. 
Pp.  23. 

Comparison  of  several  pre-school  methods  as  to  their  effect  upon  the  intelligence 
of  young  children,  based  upon  the  application  of  the  Treves-Saffiotti  tests  to  a 
group  of  children.     Declares   in   favor   of  the   Frobel    method. 

98.  Saffiotti,  F.   U.      La  misiira  (lell'Intelligenza   nei   l''anciulli.      Roma:    1916. 

Pp.  286. 

The  first  part  of  the  hook  is  lii.«torical.  The  second  part  contains  a  critical  dis- 
cussion of  the  Binet-Simon  tests,  while  the  final  part  is  devoted  to  the  Treves- 
SafiSotti   scheme   for  revising  the  arrangement  and   scoring  of  them. 

99.  Schneider,  H.     Selecting  Men  for   Particular  Work.     National  Assoc,  of 

Corporation   Schools.   Bulletin.   1916,  3,  23-28. 

Discussion  of  four  '"bases  on  which  to  select  men  for  work."  Adverse  criticism 
of  psychological    tests   as  one  of  these   method?. 

100.  Seashore,  C.  E.     Elemental  Tests  in  Psychology.     J.  of  Educ.   Psychol., 

1916,  7,  81-86. 

"The  findings  in  these  experiments  constitute  a  challenge  to  a  large  part  of 
current   systems   of  mental   tests." 

101.  Seashore,  C.  E.     A  Child   Welfare   Research   Station.     Iowa   City:    Univ. 

of  Iowa.  1916.     Pp.   18. 

Outlines    the    purpose    and    problems    of    such    an    organization. 

102.  Seashore,  C.  E.     Avocational   Guidance  in   Music.     J.   of  Appl.   Psychol., 

1917,  1,   342-348. 

Three  forms  of  work  developed  in  the  University  of  Iowa  laboratory:  develop- 
ment of  a  series  of  "Mass"  tests  to  be  used  as  a  "rough  dragnet  in  the  public 
schools,"  development  of  a  series  of  motor  tests,  introduction  of  tests  into  con- 
servatories  of   music. 

103.  Sharp,   S.     Individual    Psychology:     A    Study   in    Psychological    Method. 

Amer.  J.  of  Psychol.,  1899,  10,  329-391. 

The  history  of  individual  psychology  and  of  the  tests  used  in  its  study.  In  her 
own  investigations  the  author  used  the  tests  described  by  Binet  and  Henri  in  their 
"La   psychologic   individuelle." 

104.  Stem,  W.     Die  differentielle   Psychologic  in  ihren  methodischen  Grund- 

lagen.      Leipzig:     Barth,    1911,    Kapitel   6. 
Review  of  literature   and   historical. 

105.  Stern,  W.     Fragestellungen,   Methoden  und    Ergebnisse   der   Intelligenz- 

prtifung.     1  deut.  Kongr.  f.  Jugendbldg.  u.  Jugendkde.,  Dresden,   1911. 

Pedagogy  now  demands  a  better  understanding  of  the  psychological  nature  of  each 
individual  child.     Discussion  of  tests  of  intelligence  and   related  problems   (Kohs). 

106.  Stern,  W.      Zum   Vergleich    von   Vorschiilern    und    Volksschiilern.      Zsch. 

f.  angew.  Psychol.,  1913,  8,  120-123. 

Emphasizes  the  significance  of  his  results  from  the  point  of  view  of  school  pro- 
motion. 

107.  Stern,    W.      The    Psychological    Methods    of    Testing    Intelligence.      Tr. 

by   G.   M.   Whipple.      Baltimore:     Warwick   and    York.    Educ.    Psychol. 
Monog..  1914,  No.  13.     Pp.   160. 

A  survey  and  discussion  of  the  literature  of  intelligence  testing  previous  to  1912, 
based  on  the  following  definition:  "Intelligence  is  a  general  capacity  of  an  in- 
dividual consciously  to  adjust  his  thinking  to  new  problems  and  conditions  of 
life."  He  treats  his  subject  under  three  heads:  Single  tests,  the  Binet-Simon 
scale  and  the  correlation  method.  The  bibliography  is  limited  to  1911  and  1912 
articles   and  supplements   that   of  an  earlier  work,   "Die  differentielle   Psychologic." 

15 


108.  Sullivati,    W.    C.      La    mesure    du    developpement    intellectuel    chez    les 

jeunes  delinquantes.     Annee  psychol.,   1912,  18,  341-361. 

The  search  for  the  explanation  of  the  anti-social  tendencies  of  delinquents  leads 
us   into   the   affective   and   not   the    intellectual    sphere    (Kohs). 

109.  Symposium.     Seashore,  C.  E.,  Angell,  J.  R.,  Bingham,  W.  V.,  Goddard, 

H.  H.,  Freeman,  F.  N.,  Haines,  T.  H.,  Healy,  W.,  Bronner,  A.  F., 
Hollingworth,  H.  L.,  Kitson,  H.  D.,  Kuhlmann,  F.,  Miner,  J.  B.,  Pyle, 
W.  H.,  Terman,  L.  M.,  Town,  C.  H.,  Wallin,  J.  E.  W.,  and  Whipple, 

G.  M.     J.  of  Educ.  Psychol.,  1916.  7,  229-240,  278-286.  348-360. 

110.  Terman,  L.  M.     The  Significance  of  Intelligence  Tests   for  Mental   Hy- 

giene.    4  Intern.  Cong.  School  Hyg.,  Buffalo,  1913,  3,  502-508. 

The  function  of  mental  hygiene  is  "positive  as  well  as  negative."  Suggestions 
concerning  the  contributions  of  intelligence  tests  to  the  solution  of  educational 
problems. 

111.  Terman,   L.  M.     Review   of  Meumann    on  Tests   of    Endowment.     J.    of 

Psycho-Asthen.,    1914-15,   19,  75-94,   123-134.   187-199. 

Reviev/  of  those  parts  of  the  second  volume  of  Meumann's  Experimentelle  Pada- 
gogik  which  deal  with  the  methods  and  results  of  tests  of  endowment  and  the 
practical  problems  connected   with  such  tests. 

112.  Terman,  L.  M.    Research  in  Mental  Deviation  Among  Children;  A  State- 

ment of  the  Aims  and  Purposes  of  the  Buckel  Foundation.  Research 
Lab.,  Buckel  Foundation,  Stanford  Univ.,  1913,  2,  3-15. 

A  classified  summary  of  the  purposes  of  the  Buckel  Foundation  under  the  follow- 
ing heads:  Backward  and  feebleminded  children;  delinquent  or  potentially  delin- 
quent children;  nervous,  morbid,  or  psychopathic  children;  children  of  superior 
ability    and    normal    children.     Little    is    said    about    tests. 

113.  Terman,    L.    M.     The    Mental    Hygiene    of    Exceptional    Children.      Ped. 

Sem..   1915,  22,  529-537. 

A  l)y-product  of  the  investigation  which  resulted  in  the  Stanford  Revision  of  the 
Binet  Scale.  The  discussion  deals  "chiefly  with  the  correlation  between  the  I.  Q. 
and  grade  progress."  It  is  concluded  "that  the  tendency  of  the  school  is  to  pro- 
mote  children   by   age   rather   than   by   ability." 

114.  Terman,  L.   M.     The   Intelligence  Quotient   of    I'rancis   Galtoii   in   Child- 

hood.    Amer.  J.  of  Psychol.,  1917,  28,  209-215. 

From  evidence  cited,  it  is  concluded  that  Francis  Galton's  I.  Q.  between  3  and  8 
years  of  age  was  "not  far  from  200."  That  his  biographer  has  called  him  a  normal 
child  is  only  another  example  of  the  error  which  arises  when  performance  is  not 
judged  "in   terms  of  the   mental   age   to  which    it   corresponds." 

115.  Thompson,  G.  H.     A  Hierarchy  Without  a  General   Factor.     Brit.  J.   of 

Psychol.,  1915,  8,  271-281. 

"Let  me,  therefore,   reiterate   that   all   I  have   shown   is   that   Professor   Spearman's 
calculations   are   incapable  of  discriminating   between   a  General    Factor   and   Over- 
lapping Group   Factors." 
-116.     Thompson,  H.  B.     The  Mental  Traits  of  Sex.     An  Experimental  Investi- 
gation of  the  Normal  Mind  in  Men  and  Women.     Chicago:   The  Univ. 
of  Chicago  Press.     Pp.  188. 

The  pioneer  attempt  to  determine  experimentally  and  systematically  "the  psy- 
chological likenesses  and  differences  of  the  sexes."  A  long  series  of  tests  was  given 
to  2S  women  and  25  men.  Technique,  results,  and  comparison  with  other  investiga- 
tions are  discussed  separately  under  each  of  the  following  heads:  Motor  ability, 
skin  and  muscle  senses,  taste  and  smell,  hearing,  vision,  intellectual  faculties,  and 
affective  processes.  Concludes  that  sex  differences  are  slight. 
117.  Thompson,  F.  V.  Vocational  Guidance  in  the  Public  School  System. 
Proceedings  of  the  National  Guidance  Association,  1915,  17-24. 

"Our  psychological  tests  are  aptly  called  eliminative  tests.  They  are  more  nega- 
tive  than   positive;    they    eliminate,   but   do  not   evaluate." 

16 


118.  Thomdike,   E.   L.     The   Relation   of  Accuracy   in    General   Sensory   Dis- 

crimination  to   General   Intelligence.     Amer.   J.    of   Psychol.,    1909,   20, 
364-369. 

119.  Thomdike,   E.   L.      Relation    Between    Initial    Ability    and    Improvement 

in  a  Substitution  Test.     School  and  Soc,  1915,  1,  429-431. 

Status  attained  by  an  individual  "from  any  amount  of  practice  is  highly  prophetic 
of  the  status  which  he   will   attain   from  any  given   amount   of  additional   practice." 

120.  Thomdike,   E.    L.     The    Resemblance    of   Twins    in    the    Mental    Traits. 

Columbia  Univ.  Contrib.  to  Phil,  and  Psychol.,  13,  3. 

121.  Waite,    H.     The    Teacher's    Estimation    of    the    General    Intelligence    of 

School    Children.     Biometrika,    1911,   8,   79-83. 

122.  Wallin,  J.  E.  W.     Danger   Signals  in   Clinical  and  Applied   Psychology. 

J.  of  Educ.   Psychol.,  1912,  3,  224-226. 

Urges  the  thorough  training  of  those  who  wish  to  be  psycho-clinicists;  the  use  of 
wide  range  testing,  and  the  maintenance  of  the  1908  Binet  scale  as  the  standard 
one. 

123.  Wallin,  J.  E.  W.    The  Mental  Health  of  the  School  Child.     The  Psycho- 

Educational  Clinic  in  Relation  to  Child  Welfare.     Contributions  to  a 
New  Science  of  Orthophrenics  and  Orthosomatics. 

To   a   considerable   extent   this   report    consists   of   reprints    of   the    following: 

A.  Medical  and  Psychological  Inspection  of  School  Children. 
The  Western  J.  of  Educ,  1909,  433-446. 

Few  general  statistics  on  the  prevalence  of  defects  and  then  a  plea 
for  a   more    careful   evaluation   of   the   children. 

B.  The  New  Clinical  Psychology  and  the  Psycho-Clinicist.  J.  of 
Educ.    Psychol..    1911,   2,    121-132,    191-210. 

Plans  and  needs,  not  results.  Review  of  work  already  done  along  these 
lines.     Bibliography    of  36   titles. 

C.  Clinical  Psychology:  What  It  Is  and  What  It  Is  Not.  Sci- 
ence. 1913,  895-902. 

Outlines  problems  facing  a  clinical  psychologist  and  classifies  cases 
with  which  he  deals.  Differentiates  this  field  from  neurology,  psychia- 
try,   etc. 

D.  The  Functions  of  the  Psychological  Clinic.     Med.   Rec,  1913. 

Diagnosis  and  recommendations  for  mentally  exceptional  cases,  re- 
search and  propaganda. 

E.  The  Distinctive  Contribution  of  the  Psycho-Educational 
Clinic  of  the  School  Hygiene  Movement.  Fourth  Intern. 
Congr.  of  School  Hyg..   Buffalo,    1913. 

Children  should  be  psychologically  examined  "so  that  they  may  be 
more  accurately  mentally  and   educationally   diagnosed." 

F.  Human  Efficiency.  Ped.  Sem.,  1911,  18,  74-84.  Sub-title:  A 
Plan  for  the  Observational.  Clinical  and  Experimental  Study 
of  the  Personal,  Social.  Industrial,  School  and  Intellectual  Effi- 
ciencies of  Normal  and  Abnormal  Individuals. 

Plans,  criticisms,  suggestions,  hopes,  needs,  but  no  results.  Tests, 
particularly  the  Binet  scale,  discussed  in  one  portion  of  the  article. 

G.  Eight  Months  of  Psycho-Clinical  Research  at  the  New  Jersey 
State  Village  for  Epileptics,  with  Some  Results  from  the 
Binet-Simon  Testing.     Epilepsia,   1912,  3,  366-380. 

17 


H.  The  Present  Status  of  the  Binet-Simoii  Graded  Tests  of  In- 
telligence.    Alienist  and  Neurol.,  1912,  33,  162-173. 

Discusses  four  methods  for  testing-  the  accuracy  of  measuring  scales  of 
intellectual    capacity. 

I.  Current  Misconceptions  in  Regard  to  the  Functions  of  Binet 
Testing  and  of  Amateur  Psychological  Testers.  Fourth  Intern. 
Congr.  School   Hyg.,  BuflPalo,   1913,  5,  678-689. 

-     Suggests    raising    the    standard    of    requirements    for   the    "Psycho-educa- 
tional  diagnostician." 

J.  Re-averments  Respecting  Psycho-Clinical  Norms  and  Scales 
of  Development.     Psychol.  Clin.,  1913-14,  7,  89-96. 

An  outline  of  the  type  of  training  which  should  be  demanded  of  the 
psycho-clinicist,  and  suggestions  concerning  the  kind  of  graded  scales 
needed    for    clinicil    examinations. 

K.  Individual  and   Group  Efficiency.     Psychol.   Bull.,  390-397. 

Surveys  the  literature  relating  to  human  efficiency  and  says  that  the 
problem  is  many-sided,  requiring  for  its  solution  a  scientific  technique 
carried   on   by   a    new    type   of   scientific   investigator. 

L.  Aspects  of  Infant  and  Child  Orthogenics.  Psychol.  Clin., 
1912-13,   6,    153-173. 

The  case  as  between  Euthenics  and  Eugenics. 

M.  Experimental   Oral   Orthogenics:  An   Experimental   Investiga- 
tion of  the  Effects  of  Dental  Treatment  on  Mental  Efficiency. 
J.  of  Phil.,  Psychol.,  and  Sci.  Methods,  1912,  9,  290-298. 
'  :  27    children    examined.      Five    tests,    each    "arranged    in    six    sets"    of 

equal  difficulty,  were  used.  Two  sets  were  given  before  treatment 
began  and  four  during  treatment  or  after  its  close.  The  index  of  im- 
provement for  each  test  was  calculated  from  the  differences  between 
the  average  of  sets  1  and  2  and  the  average  of  sets  5  and  6.  The  results 
seemed  to  be  positive,  although  there  was  no  control  group. 

N.  The  Relation  oi  Oral  Hygiene  to  Efficient  Mentation  in  Back- 
ward Children.     The  Child,  1913,  27-32. 

Not  casual  observation,  but  experimental  evidence  of  a  quantitative 
nature  was  desired. 

124.  Wallin,  J.  E.  W.     Who  is  Feeble-Minded?     J.  of  Crim.   Law  and  Crim- 

inol.,  1915-16,  6,  706-716. 

An  attempt  to  show   the  unscientific  nature  of  much  of  the  psychological  diagnosis 
by   means   of  tests. 

125.  Wallin,  J.  E.  W.     Experimental  Studies  of  Mental  Defectives.    A  Critique 

of  the   Binet-Simon   Tests   and   a   Contribution    to   the    Psychology   of 

Epilepsy.      Baltimore:     Warwick    and    York.    Fduc.    Psychol.    Monog., 

1912,  7.     Pp.  155. 

1908   version    applied    to    333    epileptics.      Includes    a    reprint    from    "Psychological 
Clinic"   of   a    practical    guide   for   the    administration    of   that    version. 

126.  Wallin,    J.    E.    W.      Problems    of    Subnormality.       Yonkers-on-Hudson, 

N.  Y..  World  Book  Co.,  1917.     Pp.  485. 

Chapter  two,  devoted  to   the  "problem  of  diagnosis,"   is  of  particular  interest  to  the 
student   of  psychological   tests. 

127.  Walsh,  E.  A.     Ungraded  Class  Work  in  New  York  City — Methods  and 

Results.     J.   of   Psycho-Asthen.,    1914,   19,  59-66. 

Psychological    tests    should    be    used    to    "ascertain    the    strength    as    well    as    the 
weakness  of  the  individual." 

18 


128.  Webb,    E.      Character    and    Intelligence.      Brit.    J.    of    Psychol.,    Monog.-- 

Suppl.,   1915,   1,  No.   3.     Pp.  99. 

This  is  an  attempt  to  demonstrate  the  existence,  in  addition  to  general  intelli- 
gence, of  a  second  general  factor  on  the  side  of  character.  Data  used  were 
estimates  of  many  qualities  by  various  judges  and  results  obtained  from  tests. 

129.  Wells,    F.    L.      Technical    Aspects    of    Experimental    Psychopathology. 

Amer.  J.   of  Insan.,  1907-08,  64,  477. 

A  survey  of  the  field  and  a  review  of  the   work  done  in  it.     Bibliography. 

130.  Wells,  Frederick  Lyman.     The   Relation  of  Practice  to  Individual   Dif-— 

ferences.    Amer.  J.  of  Psychol.,  1912,  23,  75-88. 

The  extent  to  which  differences  in  particular  functions  are  inherent  in  individuals 
or    are   the   product   of   environment   and   education. 

131.  Wells,  F.  L.    The  Principle  of  Mental  Tests.     Science,  1913,  38,  221-224. 

132.  Wells,    F.    L.      Systematic    Observation    of    the    Personality.      Psychol. 

Rev.,  1914,  21,  295-333. 

133.  Whipple,    G.    M.      Manual    of   Mental    and    Physical    Tests.  '   Baltimore: 

Warwick  and   York.     2nd   Edition,   Vol.   I.,   Simpler   Processes,    1914, 
pp.  XVI.  +  365.     Vol.  II.,  Complex  Processes,  1915.     Pp.  336. 

Summarizes   the   investigations    in   all   the   various  fields. 

134.  Whipple,   G.   M.     The   Use    of    Mental   Tests    in    Vocational    Guidance. 

Personal     and     Employment     Problems     in     Industrial     Management. 
Amer.   Acad,   of  Pol.  and   Soc.   Sci.,   1916,  65,  No.   154,   193-204. 

135.  Woolley,  H.  T.     The  Psychological  Laboratory  as  an  Adjunct  to  a  Vo- 

cational Bureau.     Proceedings  of  the  Second  National  Conference  on 
Vocational  Guidance,  1913,  84-88. 

Discussion  of  "the  question  as  to  what  part  a  psychological  laboratory  might 
play  in  an  ideal  school  vocation  birreau." 

136.  Woolley,  H.  T.     The  Vocation   Bureau   of  the   Public  Schools,  Cincin- 

nati, Ohio.     Boston:    National  Vocational  Guidance  Association,  Bul- 
letin, 1917,  3,  2-3. 

Description  of  eight  minor  forms  of  activity  which  the  bureau  has  undertaken. 
All  involve  the  use  of  tests. 

137.  Yerkes,  R.  M.     Mental  Examination  of  Police  and   Court   Cases.     J.   of 

Crim.    Law  and  Criminol.,   1916,  7,  366-372. 

"Mental  examination  alone  is  wholly  inadequate  for  the  solution  of  such  com- 
plicated hiunan  problems  as  court  cases  almost  invariably  present."  Suggestions 
concerning  the  procedure  to  be  followed  in  psychological  examinations. 

138.  Yerkes,  R.  M.     How  May  We  Discover  the  Children  Who  Need  Special 

Care?     Mental   Hyg.,   1917,    1,  252-259. 

Advocate*  group  examination,  followed  by  intensive  individual  examination  when 
necessary. 

139.  Ziehen,  T.     Die  Erkennung  des  Schwachsinns   im   Kindesalter.     Berlin: 

Karger,    1909.     Pp.   32. 

140.  Ziehen,  T.     Die  Prinzipien  und  Methoden  der  Intelligenzpriifung.     Ber- 

lin, 1911.     Pp.  94. 

Classification  and  description  of  the  questions    and   tests   used   in   his   clinic. 


19 


II.     Methodology,  Apparatus  and  Technique 
A.  Intelligence  Scales.  1.  Binet-Simon,  Yerkes,  Termaji,  etc. 

141.  Anonymous.     A   Standard   Scale   of   Intelligence.      School    Hyg.,    1910,   1, 

102-108. 

142.  Anonymous.     Modo  de  aplicar  la  escala  metrica  de  Binet.     Rev.  de  educ, 

1911,   1,  43-54. 

Procedure   in   the   use   of  the   tests. 

143.  Ayres,  L.  P.    The  Binet-Simon   Measuring  Scale  for  Intelligence:    Some 

Criticisms  and  Suggestions.     Psychol.  Clin.,  1911-12,  5,  187-196. 

Criticises  the  scale  because  the  tests  do  not  touch  the  individual's  ability  to  cope 
with    the    problems    of   life. 

144.  Barontini,    L.      Riposta    alle    Osservazioni    di    Alfredo    Binet.      Riv.    di 

psicol.,   1910,   6,   185-188. 

145.  Bateman,  W.  G.     The  Naming  of  Colors  by  Children.     The  Binet  Test. 

Fed.  Sem.,  1915,  22,  469-486. 

591  children  from  the  first  three  grades  of  a  public  school  tested.  .Since  95.7  per 
cent,  of  the  children  pass  the  Binet  color  naming  test,  the  author  would  put  that 
test  in  the  6th  or  5th  year  group  of  tests.  Boys  show  much  less  discrimination 
with  colors  than  girls.  "American  children  appear  to  have  more  ability  in  this 
respect  than   French,  Italian  or  German  children." 

146.  Bell,  C.  F.     Another  Experience   with  the  Binet  Test.     Training  School 

Bull.,  1913,  10,  77-78. 

"A  striking  illustration  of  the  accuracy  of  the  Binet  tests  as  a  measure  of  re- 
tardation  in   selecting  for  a   special  class."     38  children  tested. 

147.  Bell,  J.  C,  Berry,  C.  S.,  Cornell,  W.  S.,  Doll,  E.  A.,  Wallin,  J.  E.  W., 

Whipple,  G.  M.  Informal  Conference  on  the  Binet-Simon  Scale: 
Some  Suggestions  and  Recommendations.  J.  of  Educ.  Psychol.,  1914, 
5,  95-100. 

19  questions  asked  and  answered  in  an  attempt   to   standardize  procedure. 

148.  Berry,  C.  S.    A  Comparison  of  the  Binet  Tests  of  1908  and  1911.     J.  of 

Educ.  Psychol.,  1912,  3,  444-451. 

The  comparative  merits  of  the  two  scales  illustrated  by  results  obtained  by  test- 
ing 45  school  children  and   50  defectives,   inmates  of  a  house  for  the  feebleminded. 

149.  Berry,  C.  S.    Some  Limitations  of  the  Binet-Simon  Tests  of  Intelligence. 

Fourth  Intern.  Congr.  School  Hyg.,  Buffalo,  1913,  5,  649-654. 

Criticisms  of  the  scale  should  take  into  account  Binet's  conception  of  its  purpose. 
The  scale,  both  as  to  its  individual  tests  and  its  technique,  needs  further  stand- 
ardization. 

150.  Berry,  C.   S.     Eighty-two   Children    Retested  by  the   Binet  Tests   of   In- 

telligence.    Psychol.   Bull.,    1913.    10,   77-78. 

The  two  testings  were  a  year  apart;  42  subjects  were  public  school  children,  the 
rest   were  defectives.     High  correlation  between   two  results. 

151.  Binet,  A.,  et  Simon,  T.     Methodes  nouvelles  pour  le  diagnostic  du  niveau 

intellectuel  des  anormaux.  Annee  psychol.,  1905,  11,  191-244. 
See  No.  9. 

152.  Binet,  A.,  et  Simon,  T.     Application  des  methodes  nouvelles  au  diagnos- 

tic du  niveau  intellectuel  chez  des  enfants  normaux  et  anormaux 
d'hospice  et  d'ecole  primaire.  Annee  psychol.,  1905,  11,  245-336. 
See  No.  10. 

20 


153.  Binet,  A.,  et  Simon,  T.     Mitteilung  iiber  die  neuen  Methoden  der  Diag- 

nose des  Kretinismus,  Schwachsinns  und  mangelhafter  Entwicklung. 
Eos,  1905,  1,  247-251. 

Types  and  degree  of  defect  diagnosed  by  the  use  of  the  scale. 

154.  Binet,  A.,  et  Simon,  T.     Methodes  nouveilles  pour  diagnostiquer  I'idiotie, 

I'imbecilite  et  la  debilite  mentale.  5.  cong.  intern,  di  psicol.,  Roma, 
1905,   pp.   507-510. 

A  short  summary   of   their  method  in  diagnosing  degrees  of  defect. 

155.  Binet,  A.,  et  Simon,  T.     Les  enfants  anormaux.     Guide  pour  I'admission 

des  Enfants  anormaux  dans  les  classes  de  Perfectionnement.  Paris: 
Colin,  1907.  Pp.  211.  Tr.  by  W.  B.  Drummond.  (With  an  appendix 
containing  the  Binet-Simon  Tests  of  Intelligence  by  M.  Drummond.) 
New  York:    Longmans,  Green,  1914.     Pp.  180.  See  No.  11. 

156.  Binet,  A.,  et  Simon,  T.     De  developpement  de  I'intelligence  chez  les  en- 

fants.    Annee  psychol.,  1908,  14,  1-90. 

Gives  the   1908  scale. 

157.  Binet,  A.,  et  Simon,  T.     Nouvelle  theorie  psychologique  et  clinique   de 

la  demence.     Annee  psychol.,  1909,  15,  168-272. 
Results  from  a  small  number  of  paralytics  and  dements. 

158.  Binet,   A.      Nouvelles   recherches   sur    la   mesure    du   niveau   intellectuel 

chez  les  enfants  d'ecole.     Annee  psychol.,  1911,  17,  145-201. 

The    1911   revision. 

159.  Binet,  A.,  et  Simon,  T.     La  mesure  du  developpement  de  I'intelligence 

chez  les  jeunes  enfants.  Bull.  Soc.  libre  fitude  Psychol,  de  L'Enfant, 
1911,   11,  187-256. 

Binet's   final   revision   of   his   test  series. 

160.  Bloch,  E.,  und   Lippa,  H.     Die   Intelligenzpriifungsmethode   von    Binet- 

Simon  (1908)  an  schwrachsinnigen  Kindern.  Zsch.  f.  angew.  Psychol.. 
1913,  7,  397-409. 

Forty-one  boys  and  thirty  girls,  eight  to  fifteen  years.  Tables  and  results. 
Satisfied  with  the  scale  as  a  means  of  grading  intelligence  (Kohs). 

161.  Bloch,  E.,  und  Lippa,  H.     Ueber  Wiederholung  der   Binet^Simonschen 

Intelligenzpriifungen  an  schwachsinnigen  Kindern  nach  einem  Jahre. 
Zsch.  f.  angew.  Psychol.,  1915,  9,  512-513. 

On   repeated   testing  of  the  feebleminded. 

162.  Bloch,     E.      Ueber    Wiederholung    der     Binet-Simonschen     Intelligenz- 

priifung  an  denselben  schwachsinnigen  Kindern  nach  Ablauf  eines 
Jahres.  Zsch.  fiir.  d.  ges.  Neur.  u.  Psychiat.,  1915,  28,  445-455. 
See  No.  174. 

163.  Bluemel,    C.    S.      Binet    Tests    on    Two    Hundred    Juvenile    Delinquents. 

Training  School  Bull,,  1915,  12,  187-193. 

The  Goddard  revision  of  the  Binet  scale  used  in  the  Juvenile  Court  of  Denver. 
The  majority  of  the  subjects  were  over  twelve.  The  author  advocates  a  non- 
mathematical,  qualitative  evaluation  of  the  IS-year-old  and  adult  tests.  The 
results  are  given  in  tabular  form,  and  separately  for  first  offenders,  probationers 
and   Industrial   School   students. 

164.  Bobertag,   O.     A.    Binet's  Arbeiten   iiber   die    intellektuelle    Entwicklung 

des  Schulkindes  (1894-1909).  Zsch.  f.  angew.  Psychol.,  1909,  3,  230- 
259. 

Reviews    Binet's   work. 

21 


165.  Bobertag,  O.     Ueber  Intelligenzpriifungen  (nach  der  Methode  von  Binet 

und  Simon).  I.  Methodik  und  Ergebnisse  der  einzelnen  Tests.  Zsch. 
f.  angew.  Psychol.,  1911,  5,  105-203.  II.  Gesamtergebnisse  der 
Methode.     Zsch.   f.  angew.   Psychol.,   1912,  6,  495-538. 

A  detailed  discussion  of  each  test  of  the  1908  version  of  the  Binet  scale  baaed 
on    its   application    to    more   than  400  Breslau  children. 

166.  Bobertag,  O.     Quelques  reflexions  methodologiques  a  propos  de  I'echelle 

metrique  de  I'intelligence  de  Binet  et  Simon.  Annee  psychol.,  1912, 
18,  271-287. 

He  emphasizes  some  of  the  fundamental  principles  to  be  kept  in  mind  both  in 
giving  the  tests  and   in   evaluating   the  results    (Kohs). 

167.  Bobertage,  O.     Kurze  Anleitung  zur  Ausfiihrung  der  Intelligenzprufung 

nach    Binet    und    Simon.      Instit.    der    Gessellsch.    f.    exper.    Psychol., 

1913,  Nr.  8. 

The  scale  in  German  (Kohs). 

168.  Bobertag,  O.     Some  Theses  Regarding  the   Scientific  Use  of   the  Binet 

Scale  for  Measuring  Intelligence.  Fourth  Intern.  Cong.  School  Hyg., 
Buffalo,  1913,  5,  642-644. 

Rules  for  the  adaptation  and  standardization  of  tests  for  use  within  the  Binet  scale. 

169.  Bovdenger,   M.     I   testi   di    Binet  e   Simon   applicati   a   fanciulli   anormali 

inglesi  e  belgi.     Riv.  di  psicol.,  1915,  11,  227-234. 

170.  Boyd,  W.     Definitions  in  Early  Childhood.     Child  Study,  1914,  7,  66-70. 

Report  of  an  investigation  carried  on  with  the  author's  little  girl.  Binet's  test 
was  used,  supplemented  by  many  others  devised  by  the  author.  Insists  "on  a 
different  interpretation"  of  the  results  of  the  definition  test  than  that  usually 
given. 

171.  Bridges,  J.  W.,  and  Coler,  L.  E.     The  Relation  of  Intelligence  to  Social 

Status.     Psychol.   Rev.,   1917,   24,   1-31. 

Investigation  carried  out  in  two  schools  situated  in  localities  radically  different 
as  regards  economic  and  social  conditions.  391  children  tested  with  the  Yerkes 
point  scale  and  the  results  compared  with  those  obtained  by  Bridges  from  Cam- 
bridge children.  The  effect  of  social  condition  on  the  results  for  each  test  is 
studied;  the  correlation  between  intelligence  and  the  occupations  of  the  subjects' 
fathers  is  investigated.  "Correlation  of  intelligence  and  social  status  is  prob- 
ably   higher    for   boys   than    for   girls." 

172.  Brigham,   C.   C.     An   Experimental    Critique   of   the    Binet-Simon   Scale. 

J.  of  Educ.  Psychol.,  1914,  5,  439-448. 

309  children  in  the  first  six  grades  of  the  Princeton  Model  School  were  tested  by 
the  Goddard  1911  revision.  The  scale  was  found  to  be  96  per  cent,  efficient  when 
applied  to  children  from  7-11  years  of  age. 

173.  Brigham,  C.  C.     Two  Studies  in   Mental  Tests:    I.    Variable   Factors  in 

the   Binet  Tests.     II.   The   Diagnostic   Value   of   Some   Mental   Tests. 

Psychol.   Monog.,   1917,  24,  No.   1.     Pp.  254. 

The  discussion  of  the  Binet  scale  is  based  on  a  study  of  the  individual  tests 
and   disregards   the   total   score   or  "mental  age." 

174.  Brown,    D.    L.    F.      Testing    Epileptics.      Training    School    Bull.,    1917, 

14,   12-16. 

80  epileptics  retested  by  the  Binet  scale  after  a  lapse  of  from  2  to  3  years.  Dis- 
cussion  of  the  scale  as  an  index  of  deterioration. 

175.  Burt,   C.      The    Measurement   of   Intelligence    by    the   Binet   Tests.      Eu- 

genics Rev.,  1914-15,  6,  36-50,  140-152. 

The  correlational  and  the  age  grade  methods  for  investigating  inborn  intelligence 
compared.  The  author  decides  against  "the  principle  of  measuring  intelligence 
in   terms  of  age"  and  for  a  method  which  shall  be  based  on  correlation. 

22 


176.  Burt,  C.     La  misura  dell'  intelligeiiza.     The  Treves-Saffiotti   Revision  of 

the  Binet-Simon  Scale.     Eugenics   Rev.,   1916-17,  8,  365-373. 
Review  of  six  articles  appearing   in   the  years  1911  to  1916. 

177.  Chotzen,  F.     Die   Bedeutung  der   Intelligenspriifungsmethode  von   Binet 

und  Simon  fiir  die  Hilfsschule.     Hilfsschulle,   1912,  5,  153-162. 

A  summary  of  the  results  obtained  by  Bobertag  in  his  use  of  the  Binet  testfr. 
The   scale  valuable   because  f  itso  ability  to  give  a  rapid  diagnosis   (Kohs). 

178.  Chotzen,    F.       Die     Intelligenzpriifungsmethode     von     Binet-Simon     bei 

schwachsinnigen  Kindern.     (Unter  Mitwirkung  von  Dr.  M.  Nicolauer.) 

Zsch.  f.  angew.  Psychol.,  1912,  6,  411-494. 

Bobertag's  technique  used.  Discussion  and  evaluation  of  the  individual  tests 
for  the  diagnosis  of  feeblemindedness,  including  an  analysis  of  them  as  applied 
to  groups  of  subjects  of  the  same  chronological  age  but  different  mental  ages,  and 
as  applied  to  those  of  the  same  mental  age  but  different  chronological  age.  Sex. 
differences. 

179.  Cords,    R.      Die    Farbenbenennung    als    Intelligenzprtifung   bei    Kindern. 

Zsch.  f.  pad.  Psychol.,  1910,  11,  311-314. 

Confirms   the   accuracy   of  the  Binet  color  test  (Kohs). 

180.  Cornell,  Arnold   E.      Gauging   the    Minds    of   the    Blind.      Tech.    World 

Mag.,  Apr.,   1915,  p.  214. 

Irwin's   revision   of   the   Binet    scale   for   blind    children. 

181.  Cornell,    W.    S.      Health    and    Medical    Inspection    of    School    Children. 

Philadelphia:  Davis,  1912.     Pp.  614. 

The  questions  of  the  Goddard  revision  of  Binet  tests  and  directions  for  using  them: 
are  included. 

182.  Coxe,   W.   W.      Grading   Intelligence    by    Years    and    by    Points.      J.    o€ 

Grim.  Law  and  Criminol,   1916-17,  7,  341-365. 

A  history  and  adversely  critical  discussion  of  the  Binet  scale.  Includes  tables  im 
which  the  positions  given  to  each  test  by  the  different  revisors  are  shown.  Be- 
lieves in  the  superiority   of  the  point  scale   method. 

183.  Cruchet,  R.  L.     Les  Tests  de  Binet  dans  le  tout  jeune  age.     J.  de  med. 

de  Bordeaux,   1912,  42,  17-32. 

The    scale    is    unsatisfactory    for    young    children. 

184.  Cunningham,  K.  S.     Binet  and  Porteus  Tests   Compared.     Examinatiorr 

of    One    Hundred    School    Children.      J.    of    Educ.    Psychol.,    1916,    7, 
552-556. 

185.  Dana,  C.  L.     Mental  Tests.     Med.  Rec,  1913,  83,  1-10.  See  No.  27. 

186.  Decroly,  O.,  et  Degand,  J.     Le  Mesure  de  I'intelligence  chez  les  enfants. 

2   contribution    critique.      La   methode    de    De    Sanctis.      Arch,   intern, 
d'hyg.   scaloire,    1904.   4,  230-303. 

Twenty-nine   cases.      Binet   and    De    Sanctis   closely    compared    (Kohs). 

187.  Decroly,  O.,  et  Degand,  J.     Les  tests  de  Binet  et  Simon  pour  la  mesure 

de   I'intelligence:    contribution    critique.      Arch,    de    Psychol.,    1906,    6,, 
27-130. 

Account    of   individual   responses. 

188.  Decroly,  O.     Intelligenzmessungen  bei   normalen   und   abnormalen    Kin- 

dern.    2.  Kong,   exper.   Psychol.,   Wiirzburg,  1906,  pp.   187-193.     Leip- 
zig:   Barth,  1907. 

A  very  close  correspondence  is  noticed  between  the  mental  age,  as  found  by  the- 
Binet   scale,   and   other   mental   and   physical   manifestations    (Kohs). 

189.  Decroly,  O.,  et  Boulenger.     Les  tests  mentaux  chez  I'enfant.     2  Congr. 

de  Neurol..   Bruxelles,   1907. 

23 


190.  Decroly,  O.     Classifications  des  enfants  irreguliers  et  en  particulier  des 

irreguliers    scolaires.      6.    Congr.    Intern,    de    psychoid    Ge-neve,    1909, 
pp.   359-393. 

The   Binet    scale    is    most   simple   and   practical    (Kohs). 

191.  Decroly,   O.,   et   Degand,   J.     Le   mesure  de   rrntenigensce   chez    des   en- 

fants  normaux   d'apres   les   tests  de   MM.    Binet   et   Sitnon.     Arch,   de 
Psychol.,    1909,   9,   81-108. 

4S  private  school  children  ranging  in  age  from  two  to  twelve  years. 

192.  Decroly,   O.     L'examen   des  delinquants  juveniles.     3.   Congr.   intern,   de 

Neurol,  et   Psychiat.,  Bruxelles,  1913. 

193.  De  Sanctis,  S.,  e  Jeronutti,  A.     Applicazione  della  "Scala  metrica  intel- 

ligenza"    di    Binet    e    Simon    e    dei    "Reattivi"    di    Sante    de    Sanctis. 
6    Congr.    intern,    de   psychol.,    Geneva,    1909:    77S-77B. 

194.  De    Sanctis,    S.      Les    enfants    anormaux.      1    Congr.    intern,    de    Pedo'l., 

Bruxelles,  1911.  See    No.  28. 

195.  De  Sanctis,  S.     Mental  Development  and  the  Measurement  of  the  Level 

of  Intelligence.     J.  of  Educ.  Psychol.,  1911,  2,  498-507. 

A  discussion  of  the  principles  upon  which  the  Binet  scale  is  based.  The  De 
Sanctis  tests  are  intended  to  measure  not  the  level  of  intelligence,  but  the 
"degree  of  mental  defect."  Three  tests  and  their  method  of  determining  degree 
of   mental    deficiency    briefly   described. 

196.  De    Sanctis,    S.       Educazione    dei    Deficienti.      Milano:     Villardi,     1915. 

Pp.    300.  See   No.  29. 

197.  Descoeudres,  A.     Les   tests  de    Binet  et  Simon   et  leur   valeur  scolaire. 

Arch,  de  Psychol.,  1911,  11,  331-350. 

24  children,  one  bright  girl  and  one  bright  boy,  and  one  dull  girl  and  one  dull  boy 
from  each  of  the  six  primary  grades  of  the  Geneva  schools  were  tested  with  all 
the  questions  of  the  1908  scale.  57  per  cent,  of  all  the  correct  answers  were  made 
by  the  bright  children;  43  per  cent,  by  the  dull  ones.  The  tests  varied  in  their 
ability  to  distinguish  the  bright  subjects  from  the  dull.  The  usual  criticisms  of 
the    early    and   later   year   tests. 

198.  Descoeudres,  A.     Les  tests  de  Binet-Simon  comme  mesure  du  developpe- 

ment  des  enfants  anormaux.     Arch,  de  Psychol.,  1915,  15,  225-254. 

A  critique  and  a  report  upon  the  application. 

199.  Doll,  E.  A.     Suggestions  on  the  Extension  of  the  Binet-Simon  Measur- 

ing Scale.     4.  Intern.  Congr.  School  Hyg.,  Buflfalo,  1913,  5,  663-669. 

Outline  of  the  principles  on  which  the  creation  and  standardization  of  tests  for 
the   adolescent  and  adult   end  of  the   scale   should   be  based. 

200.  Doll,  E.  A.    Note  on  the  "Intelligence  Quotient."    Training  School  Bull., 

1916,  13,  36-41. 

"Its  meaning,  its  value  and  its  short-comings."  The  tests  on  the  eleven  illtistra- 
tive  case   studies  cover  a  period  from  2  to  5  years. 

201.  Doll,  E.  A.     Mental   Tests   and   Methods  of  Testing.     Training  School 

Bull.,  1917,  14,  3-6. 

"Generalizations"   concerning  the   Binet-Simon   scale. 

,202.  Doll,  E.  A.  A  Brief  Binet-Simon  Scale.  Psychol.  Clin.,  1917-18,  11, 
197-211.  254-261. 

A  scale  "made  up  of  individual  tests  which  have  been  experimentally  selected 
as   offering   unusual   difficulty    for    mental    defectives." 

203.  Dougherty,  M.  L.  Report  on  the  Binet-Simon  Tests  Given  to  Four 
Hundred  and  Eighty-three  Children  in  the  Public  Schools  of  Kansas 
City,  Kansas.     J.  of  Educ.  Psychol.,  1913.  4,  328-352. 

24 


204.  Down,   R.    L.      Nomenclature    and    Classification.      Nat.    Conf.    Preventn. 

of  Destitutn..  London,  1911.     London:    King,  1911,  pp.  555-566. 

Six    of    Binet's    tests    employed    (Kohs). 

205.  Downey,  J.  E.     The   Standard   Adult   Intelligence   Tests.     J.   of   Delinq., 

1917,  2,  144-155. 

Stanford  tt^sts  for  sixteen  and  eighteen  years  given  to  some  one  hundred  normal 
adults. 

206.  Dumville,  B.     A  Trial   of  Binet's  Tests  on   Five-Year-Olds.     J.  of   Exp. 

Ped.,  1913,  2,  113-118. 

A  criticism  of  the  scale  on  the  basis  of  its  application  to  89  subjects.  A  rearrange- 
ment  of  the  tests   suggested. 

207.  Ellis,   F.   W.      Mental    Age   and   Psychological    Age   in    Interpreting   the 

Binet  and  Simon  Age  Scale.     Ungraded,   1915,   1,   1-6. 

Recommends  that  mental  age  be  "regarded  from  the  point  of  view  of  physical 
growth  periods,"  rather  than  in  terms  of  months  and  years.  A  specimen  inter- 
pretation   of   a    Binet-Simon    test    included. 

208.  Eynon,  W.  G.     The  Mental  Measurement  of  Four  Hundred  Juvenile  De- 

linquents   by    the    Binet-Simon    System.      N.    Y.    Med.    J.,    1913,    98, 
175-178. 

Includes  some  of  the  usual  criticisms  of  the  scale;  a  description  and  classification 
as  to  nationality  of  the  subjects;  presentation  of  the  results  in  tabular  form, 
and  some  suggestions  for  social  betterment  based  on   these   results. 

209.  Fernald,  M.   R.     Practical  Applications   of  Psychology  to  the   Problems 

of  a  Clearing  House.  J.  of  Crim.  Law  and  'Criminol.,  1917,  7,  722-731. 
Used  combination  Binet  method  so  that  each  of  the  100  subjects  could  be  scored  by 
the  Binet  scale  in  its  original  form  and  by  several  of  its  revisions.  Compares 
critically  nine  standards  recommended  by  different  authorities  for  the  diagnosis 
of  feeblemindedness. 

210.  Forsberg,   Hjalmar.      Alfred    Binet — en    banbrytare   inom   psykologi   och 

pedagogik.     Svenskt.  Arkiv.  for  Pedagogik,  Band  I.,  1913,  Hafte  I. 

211.  Femald,  G.  M.     The  Use  of  the  Binet   Scale  with  Delinquent  Children. 

Fourth  Intern.  Congr.  School  Hyg.,  Buffalo,  1913,  5,  670-677. 

The  Binet  tests  have  not  been  standardized  for  the  court  type  of  child  and  the 
only  way  to  do  so  is  "by  checking  them  up  with  the  child's  future  success  or 
failure  in  a  reasonably  good  environment."  The  scale  should  include  more  motor 
and  game  tests. 

212.  Fernald,   G.   M.     Report   of   the    Psychological    Work    at    the    California 

School   for   Girls.     J.   of   Delinq.,    1916.   1,   22-32. 

One  hundred  cases  tested  by  each  of  four  revisions,  Binet  1911,  Huey,  Stanford 
1914  and  1916.  The  uniformity  of  results,  for  practical  diagnosis,  is  shown  by 
tabular   and  graphic   comparisons. 

213.  Ferrari,  G.  C.     Come  si  misura  lo  sviluppo  dell'  intelligenza  nei  bambini 

normali.     Riv;  di  psicol.,  1908,  4,  465-471. 

The   Binet-Simon   1908  scale   in   Italian   (Kohs). 

214.  Garrison,   S.   C.     Yerkes'   Point  Scale   for    Measuring   Mental   Ability   as 

Applied  to  Normal  Adults.     School  and  Soc,  1917,  5,  747-750. 

88  college  students  tested.  Tests  found  to  be  too  easy  and  not  such  as  would 
pick  out  the  best  students. 

215.  Goddard,   H,   H.     Four  Hundred    Feeble-minded    Children    Classified   by 

the  Binet  Method,     Ped.  Sem.,   1910,   17,  387-397.     Also  J.  of  Psycho- 

Asthen.,  1910,  15,  17-30. 

The  Binet  mental-age  classification  was  checked  up  with  the  estimates  of  the 
heads  of  departments  and  of  the  teachers  and  with  the  comments  of  every  normal 
person   employed   on    the  grounds.     The   form-board   test   was   also  used   as   a  check. 

25 


The  terminology  of  classification  is  discussed  and  the  term  moron  suggested  for 
the  high-grade  defective. 

216.  Goddard,  H.  H.     A  Revision  of  the  Binet  Scale.     Training  School  Bull., 

1911,  8,  56-62. 

The  Goddard  1911  revision.  A  list  of  the  tests  is  given,  with  new  ones  indicated 
and   explained. 

217.  Goddard,    H.    H.      Two    Thousand    Normal    Children    Measured    by    the 

Binet  Measuring  Scale  of  Intelligence.     Ped.  Sem.,  1911,  18,  232-259. 

The  results  arrange  themselves  on  a  normal  curve  of  distribution  which,  according 
to  the  author,  "amounts  to  practically  a  mathematical  demonstration  of  the  ac- 
curacy of  the  tests."  Discusses  Binet's  191,1  revision,  the  proper  placing  of  the 
individual  tests  in  the  scale,  and  the  bearirig  of  the  results  on  the  problem  of 
school  promotion. 

218.  Goddard,   H.   H.     fichelle   metrique   de   I'intelligence.     Resultats  obtenus 

en  Amerique,  a  Vineland.     Annee  psychol.,  1912,-  18,  288-326. 

Similar  report  to  that  on  the  "Two  Thousand  Normal  Children  Measured  by  the 
Binet  Measuring  Scale  of  Intelligence." 

219.  Goddard,   H.   H.     The   Reliability  of   the    Binet-Simon    Measuring   Scale 

of   Intelligence.      Fourth    Intern.    Congr.    School    Hyg.,    Buffalo,    1913, 
5,  693-699. 

"In  conclusion  I  can  only  sum  it  all  up  by  expressing  my  conviction  born  of 
experience,  which  certainly  is  not  too  limited,  that  while  I  do  not  deny  that  the- 
scale  could  be  improved,  yet  for  practical  purposes  of  giving  us  a  remarkably  ac- 
curate idea  of  the  children's  mental  development  at  any  age  from  three  to  twelve 
it  hardly  needs  improvement,  but  may  be  safely  used  as  it  is  and  the  results  con- 
fidently relied  on." 

220.  Goddard,  H.  H.     Standard   Method  for   Giving  the   Binet   Test.     Train- 

ing School  Bull.,   1913,   10,  23-30. 

The  result  of  semi-weekly  conferences  held  at  Vineland  for  the  purpose  of  stand- 
ardizing  procedure. 

221.  Goddard,    H.    H.      The    Binet    Tests    and    the    Inexperienced    Teacher. 

Training  School  Bull.,   1913,   10,  9-11. 

Showing  that  novices  of  ordinary  good  sense  may  get  valuable  information  from 
the  use  of  the  Binet  scale.     Illustrated  by  one  case  study. 

222.  Goddard,  H.  H.    The  Binet  Measuring  Scale  of  Intelligence.     What  It  is 

and  How  It  Is  to  be  Used.     Training  School  Bull.,  1914,   11,  86-91. 

Elaboration   of   the   discu.'^.sion    "The    Binet  Tests   and    the    Inexperienced   Teachre." 

223.  Goddard,  H.  H.     Mental  Tests  and  the  Immigrant.     J.  of  Delinq.,  1917, 

2,  243-277. 

In  this  investigation  "tentative  diagnosis  of  mental  level"  was  established  by  the 
Binet  scale.  Other  tests  were  used  to  "modify  this  diagnosis  to  the  extent  of 
ifieir    number   and   validity." 

224.  Haberman,  J.  V.     Intelligence  Examination  and  Evaluation,  and  a  New 

Intelligence   Examination   Sheet.     J.   of  Amer.   Med.   Assoc,   1915.  65, 
399-404. 

A  preliminary  report  dealing  with  a  new  outline  of  tests,  based  on  Ziehen's  test 
series,  but  modified  and  increased  as  a  result  of  the  work  in  the  author's  clinic. 
Adverse  criticism  ot  the  Binet  scale.  Laments  the  lack  of  medical  students 
specializing   in    mental    abnormalities. 

225.  Haines,  T.  H.     Mental  Examination  of  Delinquent  Boys  and   Girls.     111. 

Med.    J.,    1915,    28,    283-290. 

574  boys  and  306  girls  examined  in  their  respective  industrial  schools.  Both  year 
scale  and  point  scale  used  and  their  diagnostic  value  compared.  Declares  in 
favor  of   the   point   scale    as   "a    more    psychological   procedure." 

26 


226.  Haines,  T.  H.     Relative  Values  of  Point-Scale  and  Year-Scale  Measure- 

ments   of    One    Thousand    Minor    Delinquents.     J.    of    Exp.    Psychol., 
1916,   1,   51-82. 

Finds  the  point  scale   a   much  more  delicate  measuring  instrument. 

227.  Haines,  T.  H.     A  Point-Scale  for  the'  Mental  Measurement  of  the  Blind. 

J.  of  Educ.  Psychol.,  1916,  7,  143-149. 

See   "Mental    Measurement   of   the    Blind." 

228.  Haines,  T.   H.      Mental   Measurement   of   the    Blind.      Psychol.    Monog., 

1916,  No.  89.     Pp.  86. 

A  full  description  of  the  tests  with  instructions  for  their  use.  Fifty-two  blind 
subjects  whose  results  are  compared  with   those  from  seeing  children. 

229.  Hall,  M.     Mental  tests.     Educ.  Bi-montly,  1914,  9,  66-78.  See  No.  43. 

230.  Hardwick,  R.  S.     Program  and   Directions   for  the  Mental  Examination 

of  Asocial,    Psychopathic  and   Doubtful   Subjects.      Boston    Med.    and 
Surg.  J.,  1915,  172,  817-821,  861-865,  906-910,  935-939. 

The  writer's  special  problem  was  the  organizing  of  tests  to  supplement  the  Yerkes 
point  scale.  In  the  last  part  (935-939)  the  author  attempts  to  classify  the  tests 
of  the  point  scale,  of  the  Binet  and  Knox  scales,  the  Healy  tests  and  a  group 
of  miscellaneous  tests  "with  respect  to  the  mental  functions  involved." 

231.  Hardwick,   R.   S.     The   Weighting   of   Point   Scale   Tests.     J.    of   Educ. 

Psychol.,   1917,   8,  416-424. 

Seeks  numerical  scores  which  will  be  more  nearly  accurate.  Discussion  based  "on 
a  study  of  the  correlations  between  the  scores  made  in  the  several  tests  as  now 
given   and   the   total   scores   resulting." 

232.  Heller,   T.      Grundriss   der    Heilpadogogik.      Leipzig:     Engelmann,    1912, 

pp.  ziA-zn. 

233.  Heymans,    G.,  und  Brugmans,   H.   J.   T.   W.     Intelligenzpriifungen   mit 

Studierenden.     Zsch.   f.  angew.   Psychol.,   1913,  7,  317-331. 
The  use  of  some  of  the  Binet  tests  among  others  (Kohs). 

234.  Hickman,   H.   B.     Delinquent   and    Criminal   Boys   Tested   by   the    Binet 

Scale.     Training  School   Bull.,   1915,   11,   159-164. 

The  Goddard  revision  of  the  Binet  scale  was  applied  to  229  boys  of  the  Indiana 
Boys'  School.  The  value  of  mental  tests  and  of  the  Binet  tests  in  particular  is 
emphasized.  General  technique  for  administering  the  tests  is  described  and  the 
results  are  shown  in  tabular  form. 

235.  Hicks,  V,  C.    The  Value  of  the  Binet-Simon  Mental  Age  Tests  for  First 

Grade  Entrants.     J.  of  Educ.  Psychol.,  1915,  6,  157-166. 

Investigates  the  relation  between  the  results  of  these  tests  and  progress  during 
the  first  year  of  school.  The  subjects  were  the  entire  membership  of  a  kinder- 
garten, 34  in  all.     The  details  of  the  comparison  are  presented   in   tabular  form. 

236.  Hinckley,  A.  C.     The   Binet  Tests   Applied   to   Individuals  over  Tv^relve 

Years  of  Age.     J.  of  Educ.  Psychol.,  1915,  6,  43-58. 

A  criticism  of  the  Binet  scale  based  on  its  application  to  200  subjects  over  twelve 
years  of  age  in  the  order  of  their  admittance  to  the  New  York  Clearing  House 
for   Mental   Defectives. 

237.  Healy,  W.     Some  Types   of   Mental   Defectives.     J.    of   Psycho-Asthen.. 

1913-14,  18,  111-116. 

Seven  special  types  difficult  of  diagnosis  and  the  significance  of  the  Binet  scale 
as  applied   to  them. 

238.  Hogarth,  A.  H.     Note  on  a  Standard  Scale  of  Intelligence.     School  Hyg., 

1910,  1,  276-279. 

The   Binet   scale,   although   useful,   is   not   yet    satisfactory. 


240. 


241. 


239.     Huey,  E.  B.     A  Point  Scale  of  Tests  for  Intelligence.     Baltimore:    War- 
wick and  York.     Pp.  4. 

Huey   is  credited  with  originating  the   idea   of  a   point   scale. 

Huey,  E.  B.     The  Binet  Scale  for  Measuring  Intelligence  and   Retarda- 
tion.    J.  of  Educ.   Psychol.,   1910,  1,  435-444. 

-I  hare  not  seen  any  published  results  of  trials  with  this  scale  in  America.  The 
present  article  is  written  to  call  the  atteiUion  of  psychologists  and  educators  to 
the  fact  that  we  have  here  an  immediately  available  means  of  measuring  retarda- 
tion which  can  be  of  immediate  and  extensive  use  in  the  schools  and  institutions 
of  America."    Translation  of  the  1908  scale  with  supplementary  notes. 

Huey,    E.    B.      Binet's    Scale    for    Measuring    Intelligence.      Volta    Rev., 
1911,  13,  26-30. 

A  reprint  (J.  of  Educ.  Psychol.,  1910,  1,  435-444),  introduced  by  the  suggestion  that 
the  scale  may  readily  be  adapted  for  use  with   the  deaf. 

242.  Huey,  E.  B.     Backward  and  Feeble-Minded  Children.     Baltimore:    War- 

wick and  York,  Educ.  Psychol.  Monog.,  1912.     Pp.  221.  See  No,  54. 

243.  Huey,    E.    B.      A    Syllabus    for    the    Clinical    Examination    of    Children 

With  the  Revised   Binet-Simon   Scale   for  the   Measurement   of   Intel- 
ligence.    Baltimore:  Warwick  and  York,  1912.     Pp.  45. 
See  Chap.   VI   of  "Backward   and   Feebleminded   Children." 

244.  Jeronutti,   A.      Applicazione    della    "Scala    metrica    dell'    intelligenza"    di 

Binet  e  Simon,  e  dei  "reattivi"  di  Sante  De  Sanctis,  per  I'accertamento 
del  grado  dell'  intelligenza  di  fanciulli  anormale  deficienti  Esper- 
ienze,   comparasionie   critiche.      Riv.    Padagog.,    1909,  3,  263-281. 

Tested  144  children,  boys  and  girls  between  the  ages  of  three  and  fourteen.  A 
large  number  of  the  tests  appear  too  easy  for  the  Rome  children.  Also  tested 
24  feebleminded  children   (Kohs). 

244A.  Jeronutti,  A.     1.   Congr.  intern,   de   Pedol.,   Bruxelles,    1911. 

245.  Johnson,  K.  L.     The  Measurement  of  Intelligence.     Binet-Simon  Tests. 

J.  of  Exper.  Pedag.,  1911-12,  1,  148-151. 

Comparison   of   the   Binet   1905   and    1908   lists. 

246.  Jennings,  H.  M.,  and  Hallock,  A.  L.     Binet-Simon  Tests  at   the  George 

Junior  Republic.     J.  of  Educ.  Psychol.,  1913,  4,  471-475. 

Twenty  boys  and  six  girls— selected  cases— examined  by  Goddard's  1911  revision. 
Five  morons  and  six  doubtful.  I.  Q.  of  dubious  value.  Difficulties  in  the  use  of 
the  tests. 

247.  Johnson,    K.    L.    M.      Binet's    Method    for    the    Measurement    of    Intelli- 

gence. Some  Results.  J.  of  Exper.  Pedag.,  1911-12,  1,  24-31.  Also 
School   World,    1910,    12,   391-392. 

218  girls,  ranging  in  age  from  6  to  16,  tested.  Criticisms.  "It  may  be  that  the 
spirit  of  the  tests  is  foreign  to  our  children,  .nnd  that  the  English  rendering  re- 
quires  to  be   less   of  a   translation." 

248.  Keller,  Chr.      Atter   Binet's    Forstandsprover.     Nyt.   Tydsskr.    f.    Abnor- 

mvaes.,  1911,  13,  289-298.  (See  also  1909,  11,  1-7;  1910,  12,  42-44,  89-100, 
132-144,  316. 

Review   of  Binet's  1911   revision  and  Goddard's  additions   (Kohs). 

249.  Keller,  E.     Need  for  Correlation  of  Binet-Simon  Tests  with  Other  Tests 

of  Doing.     Psychol.  Clin.,  1915-16,  9,  18-22. 

The  Binet-Simon  scale  is  criticised  for  laying  too  great  stress  on  language  de- 
velopment as  a  measure  of  mental  development.  The  scale  is  said  to  fail  in  three 
kinds  of  cases:  "In  the  lower  range,  in  the  upper  range,  and  in  certain  neuro- 
pathic cases." 

28 


250.  Kelley,   T.   L.      Further    Logical    Aspects    of   the    Binet   Scale.      Psychol. 

Rev.,   1916,  23,  407-411. 

Favorable  criticism  of  the  article  by  Otis  and  further  suggestions  along  the  same 
line. 

251.  Kite,   E.   S.     The    Development   of   Intelligence    in    Children.      Vineland: 

The  Training  School,  1916.     Pp.  336.  See  No.  59. 

252.  Kite,    E.    S,      The    Intelligence    of    the    Feeble-Minded.      Vineland:     The 

Training  School,   1916.     Pp.  328.  See   No.   60. 

253.  Kohs,    S.    C.      The    Binet    Test    and    the    Training    of    Teachers.      Child 

Study,  1914.  7,  30-33.     Also  Training  School  Bull.,  1913,  10,  113-117. 
Can  students  be  taught  during  a  six  weeks'  summer  school  course  to  use  the  Binet 
tests    with    accuracy?      An    account   of   an    attempt    to    do    so    and    its    encouraging 
results. 

254.  Kohs,    S.    C.      The    Borderlines    of    Mental    Deficiency.      J.    of    Psycho- 

Asthen.,  1916,  20,  88-103.  See  No.  64. 

255.  Kohs,    S.    C.      Practicability    of    the    Binet    Scale    and    Question    of    the 

Borderline  Case.     Training  School   Bull.,   1916,  12,  211-224. 

Frequency  distribution  of  335  cases  examined  by  the  Binet  scale.  Case  studies  and 
a  discussion  of  supplementary  tests.  Gives  the  lower  and  upper  limiting  ages  of 
borderlinity  for  cases  investigated.  Finds  Binet  entirely  satisfactory  for  pur- 
poses  of  mental   diagnosis. 

256.  Kohs,  S.  C.     The  Stanford   (1915)   and  the  Vineland   (1911)   Revision   of 

the   Binet   Scale.      Psychol.    Rev.,    1917,   24,   174-179. 

A  comparison — no  experimental  work  reported.  "The  Stanford  revision  is  to  be 
welcomed  in  its  effort  toward  a  scale  free  from  those  objections  which  are  still 
being   quixotically    hurled   against   it." 

257.  Kramer,   F.      Die    Intelligenzpriifung   bei    kriminellen    und    psychopath- 

ischen  Kindern.  1.  deut.  Kongr.  f.  Jugendbdg.  u.  Jugendkde.,  Dres- 
den, 1911.  Also  Leipzig:  Teubner,  Arbeiten  des  Bundes  fiir  S'chul- 
reform,  1911.     Pp.  28. 

Results    and    suggestions    (Kohs). 

258.  Hjorth,    B.    M.      Binet's    Intelligensprove    i    Amerika.      Nyt    Tidsskr.    f. 

Abnormvaes.,    1913,    15,   121-125. 

A   short   review  of  some  of  Binet's,    Kuhlmann's   and   Goddard's   work. 

259.  Kramer,  F.    Die  Intelligenzpriifung  bei  kriminellen  und  psychopathischen 

Kindern.     Vortrag,  1911. 

Used  the  Bobertag  revision  of  the  Binet-Simon  scale.  Found  the  method  satisfac- 
tory  for  his  purpose.     Discussion  of  the  problem  of  the   morally  defective. 

260.  Kuhlmann,  F.     The  Binet  and   Simon  Tests  of  Intelligence  in   Grading 

Feeble-Minded  Children.     J.  of  Psycho-Asthen.,  1912.   16,   173-193. 
See  J.   of  Psycho-Asthen.,   Monog.   Suppl.,   1912,   1,   No.    1. 

261.  Kuhlmann,  F.    The  Results  of  Grading  Thirteen  Hundred  Feeble-Minded 

Children  with  the  Binet-Simon  Tests.  J.  of  Educ.  Psychol..  1913, 
4,  261-268. 

See  the  author's  monograph.  "A  Revision  of  the  Binet-Simon  System  for  Meas- 
uring the  Intelligence  of  Children." 

262.  Kuhlmann,   F.      .A   Revision  of  the   Binet-Simon   System   for   Measuring 

the  Intelligence  of  Children,  J.  of  Psycho-Asthen.,  Monog.  Suppl., 
1912,  No.  1.     Pp.  41. 

Nature  of  the  present  revision,  general  directions  for  giving  the  tests,  dis- 
cussion of  the  degree  of  accuracy  of  the  individual  tests  and  of  the  mental  ages 
found.  Specific  directions  for  giving  and  scoring  each  test.  The  scale  is  extended 
downward,    tests   being   added   for   3,   6.    12   and   2-t   months. 

29 


263.  Kiihlmann,   F.      The    Degree    of    Mental    Deficiency    in    Children   as    Ex- 

pressed by  the  Relation  of  Age  to  Mental  Age.  J.  of  Psycho- 
Asthen.,  1913,  17,  132-143.  Also  Fourth  Intern.  Congr.  School  Hyg., 
Buffalo,   1913,  5,  629-636. 

Discussion  of  a  scale  which  the  author  has  constructed  by  computation  on  the 
basis  of  the  Intelligence  Quotient  in  order  to  show  "the  course  of  mental  ages 
for  each  rate  of  mental  development,  or  degrees  of  deficiency,  from  birth  to  the 
age  of  IS."  Data  from  1,006  feebleminded  children  were  used  to  test  the  reliability 
of  this   scale. 

264.  Kuhlmann,  F.     Some   Results   of   Examining  a  Thousand   Public   School 

Children  with  a  Revision  of  the  Binet-Simon  Tests  of  Intelligence 
by  Untrained  Examiners.  J.  of  Psycho-Asthen..  1914,  18,  150-179. 
233-269. 

Tests  were  given  by  20  teachers  who  had  had  a  preliminary  training  of  from  15 
to  20  hours.  Qualifications  of  a  good  examiner  and  the  training  required  to  attain 
them  briefly  summarized.  Further  comparison  of  his  own  revision  with  the  original 
scale.  Lengthy  discussion  of  the  method  of  determining  the  accuracy  of  the 
mental   ages  obtained. 

265.  Kuhlmann,  F.     A   Further   Extension   and   Revision   of   the   Binet-Simon 

Scale.     J.  of  Crim.  Law  and  Criminol.,  1917-18,  8,  890-901. 

"A  brief  statement  of  the  general  principles  that  were  followed  in  producing  the 
present  scale  of  tests,  with  a  few  indications  of  the  main  results,  and  the  list  of 
tests  incorporated  in  the  scale  as  it  now  stands."  Much  modified  from  the  1912 
list;   the  number  of  tests  being   increased   and   some   tests   changed   in   location. 

266.  Kulpe,   O.     Psychologic   und   Medizin.     Zsch.   f.   Patho-psychol.,    1912,   1, 

187-261.  See  No.  ^1 . 

267.  Lacy,  W.  I.     A  Study  of  880  Children  in  Bloomington,   Ind.,  Tested  by 

the  Binet  Scale.     School  and  Soc,  1917,  6,  206-209. 

The  Binet-Goddard  scale  was  used.  The  author  compares  his  results  with  those 
Terman   found  with   his    1,000  vinsettled  pupils. 

268.  Loades,  H.  R.,  and  Rich,  S.  G.     Binet  Tests  on  South  African  Natives — • 

Zulus.     Ped.  Sem.,  1917,  24,  373-383. 

The  1911  revision  was  translated  into  Zulu,  alternate  tests  being  used  only  oc- 
casionally when  the  original  tests  dealt  with  material  unfamiliar  to  the  natives. 

269.  Lawrence,   I.      A   Study    of   the   Binet   Definition   Tests.      Psychol.   Clin., 

1911-12,   5,  207-216. 

784  children  given  a  written  examination  in  Binet's  1908  definition  tests.  Threo 
tables  show  the  relation  of  the  results  to  chronological  age,  grade,  and  teachers' 
estimates  of  scholarship.  Examples  of  definitions  given.  Results  uphold  Binet's 
opinion    that   definition    tests   are   tests   of   maturity,    not   of  accuracy    (la   rectitude). 

270.  Lewis,  E.  O.     The   Binet  and  Point  Scale   Methods   of  Testing   Intelli- 

gence.    J.  of  Exp.  Psychol.,  1917-18,  4,  192-202. 

A  comparison  of  the  point  scale  and  Binet  scale  based  on  their  application  to 
fifty  pupils  in  schools  for  mentally  defective  children  of  high  grade.  Both  based 
upon   some  theoretical  principles,   the   majority  of  which  are  hypothetical. 

271.  Lipmann,    O.      The    Examination    of    Intelligence    in    Children.      School 

World,  1910,  12,  366-369. 

Includes  a  "diagram  showing  the  general  agreement  in  the  results  of  observa- 
tions with  school  children"  by   Boljertag,  Binet  and  Simon,  McDougall  and  Galton. 

272.  MacDonald,  J.  B.     The  Binet  Tests  in  a  Hospital  for  the  Insane.    Train- 

ing School  Bull.,  1910,  7,  250-251. 

"One  of  the  most  striking  proofs  of  the  value  of  the  Binet  tests  in  insanity  is 
the  similarity  of  findings  in  the  true  feebleminded  cases  and  those  seniles  where 
involution    changes    have    brought    about    a    state    of    second    childhood." 

30 


212).     Martin,  A.  L.     Experiments  with  Binet-Simon  Tests  upon  African   Col- 
ored Children,  Chiefly  Kaffirs.    Training  School  Bull.,  1915,  12,  122-123. 
A  brief  report  of  Dr.  Loades'  attempt  to  adapt  the  Binet  tests  to  the  Zulu  language 
and  condition. 

274.  Maxfield,  F.  N.     Some  Mathematical  Aspects  of  the  Binet-Simon  Tests. 

J.  of  Educ.  Psychol.,   1918,  9,  1-12. 

Suggestions  for  a  method  of  statistical  treatment  which  shall  make  it  possible  to 
compare  the  results  of  the  different  revisions  and  to  predict  the  results  of  further 
revisions. 

275.  Melville,  N.  J.     Standard  Method  of  Testing  Juvenile   Mentality  by  the 

Binet-Simon    Scale.      Philadelphia:    J.    B.    Lippincott    Company.    1917. 

Pp.  140. 

Guide  for  the  use  of  the  Binet  1911  revision.   Part  I  deals  with  general  procedure 
Part    II    contains    detailed    directions    for    applying    the    individual    tests. 

276.  Meumann,   E.     Anleitung  zu   praktischen   Arbeiten    in   der   Jugendkunde 

und    experimentellen    Padogogik.      Zsch.    f.    pad.    Psychol.,    1912,    13, 
623-638. 

A  short  history  of  the   scale  and  a   review  of  the  criticisms   (Kohs). 

211.     Meumann,  E.     Die   soziale   Bedeutung   der   Intelligenzprijfungen.      Zsch. 
f.  pad.  Psychol.,  1913,   14,  433-440. 

Social    condition    affects    the   results. 

278.  Mitchell,    D.      Schools    and    Classes    for    Exceptional    Children.      Cleve- 

land:   Survey  Committee  of  the  Cleveland  Foundation,  1916.     Pp.  122. 
See  No.  75. 

279.  Moore,    R.    C.     The    Application    of   the    Binet-Simon    Scale    to    Normal 

English  Children.     J.  of  Exp.  Ped.,  1917,  4,  113-128. 

491  children  ranging  in  age  from  4  to  13  tested.  A  study  of  the  individual  tests 
of  the  1911  revision  and  a  graphic  presentation  of  results.  Certain  tests  are  found 
to  be  unsuited  for  the  age  in  which  they  are  placed  and  a  rearrangement  of  the 
serial  order  of  the  tests  is  suggested. 

280.  Moore,   M.      L'influence   de    I'etat   social   sur   degre   de    Tintelligence    des 

enfants.     Bull.  Soc.  libre  Educ.  psychol.  d'enfant,  1911,  12,  8-15. 

School  children  from  a  poor  part  of  Paris  compared  with  those  from  a  school  in  a 
wealthy  district.  A  difference  of  about  three-fourths  of  a  year  (Binet-Simon) 
found. 

281.  Newmayer,   S.  W.     Medical   and   Sanitary  Inspection    of  Schools.     New 

York:    Lea  and  Febiger,  1913,  pp.  262-295. 

The    Vineland    technique. 

282.  Ordahl,  G.     A  Study  of  Fifty-three  Male  Convicts.     J.  of  Delinq.,  1916, 

1,   1-21. 

Discusses   the   significance   of  the   Binet   tests   in    such   a   study. 

283.  Otis,  A.  S.     Some   Logical  Aspects  of  the   Binet  Scale.     Psychol.   Rev., 

1916,  23,  129-152,  165-179. 

Theoretical  discussion  concerning  the  selection,  standardization  and  spacing  of 
tests    in    "an    absolute    scale   of   intelligence." 

284.  Otis,  A.  S.     A  Criticism  of  the  Yerkes-Bridges  Point  Scale  with  Alterna- 

tive Suggestions.     J.  of  Educ.  Psychol.,  1917,  8,  129-150. 

"In  the  opinion  of  the  writer,  the  method  used  in  scoring  with  the  point  scale 
fails   entirely   to    accomplish   the    purpose    sought." 

285.  Pintner,    R.,    and    Paterson,    D.    G.      Experience    and    the    Binet-Simon 

Tests.     Psychol.  Clin..  1914-15,  8,  197-200. 

Study  based  on  the  examination  of  988  Binet  blanks  from  a  large  institution  for 
the  feebleminded.  Recommends  the  elimination  from  the  scale  of  two  tests:  nam- 
ing the   days   of   the   week  and   naming   the   months   of   the   year. 

31 


286.  Piiitner,  R.,  and  Paterson,  D.   G.     The  Binet   Scale  and   the   Deaf  Child. 

J.  of  Educ.  Psychol.,   1915,  6,  201-210. 

Twenty-two  deaf  children  tested  with  the  Goddard  revision.  The  difficulties  en- 
countered in  the  administration  of  the  tests  are  described  and  the  inadequacies  of 
the  scale  pointed  out. 

287.  Pintner,  R.,  and  Paterson,  D.   G.     The  Factor   of  Experience  in  Intelli- 

gence  Testing.      Psychol.    Clin.,    1915-16,   9,   44-50. 

An  attempt  to  show  that  real  tests  of  intelligence  are  not  affected  by  the  factor  of 
experience.  The  Binet  tests  and  two  of  the  Knox  tests  analyzed  on  the  basis 
of  this  hypothesis. 

288.  Pintner,  R.,  and  Paterson,  D.  G.    A  Psychological  Basis  for  the  Diagno- 

sis  of   Feeble-mindedness.     J.    of    Crim.    Law   and    Criminol.,    1916-17, 
7,  32-55.  See  No.  82. 

289.  Pintner,  R.,  and  Reamer,  J.  C.     Children  Tested  by  the  Point  Scale  and 

the   Performance   Scale.     Psychol.    Clin.,    1917,   11,    142-151. 

178  children  were  tested  by  both  scales.  The  two  scales  were  found  to  supplement 
each  other. 

290.  Pintner,  R.,  and  Toops,  H.  A.    .\  Chart  for  Rapid  Computation  of  Point 

Scale  Scores.     J.  of  Delinq.,   1917,  2,  209-210. 
The   chart  explained  and  its  use   illustrated. 

291.  Pintner,  R.,  and  Reamer,  J.     Mental  Ability  and  Future  Success  of  De- 

linquent Girls.     J.  of  Delinq.,  1918,  3,  74-79. 

The  coefficients  of  mental  ability  as  determined  by  Yerkes-Bridges  point  scale  were 
found  for  26  girls.  "The  result  of  our  study  is  negative,  in  the  sense  that  so  far 
as  this  group  of  girls  is  concerned,  the  mental  tests  were  not  prognostic  of  their 
success  after   leaving   the  Big  Sisters'  Home." 

292.  Porteus,    S.    D.      The    Measurement    of    Intelligence:     Six    Hundred    and 

Fifty-three  Children  Examined  by  the  Binet  and  Porteus  Tests.     J.  of 
Educ.  Psychol.,  1918,  9,  1-31. 

Emphasis  on  the  value  of  the  Porteus  tests.  Have  been  tried  with  normal,  feeble- 
minded, delinquent  and  deaf  and  dumb  subjects.  They  reveal  facts  regarding  the 
dispositions  of  subjects  which  the  Binet  tests  do  not  touch. 

293.  Priestly,  J.     The  Binet  and  Simon  Tests  and  the  Investigation  of  Men- 

tal Defects  in  Children.     The  Child,   1917.  8,  132-136. 

"In  short,  where  the  Binet  and  Simon  tests  are  not  superfluous  they  are  in- 
effectual." 

294.  Rogers,  A.  L.,   and  Mclntjrre,  J.   L.     The   Measurement   of   Intelligence 

in    Children  by  the  Binet-Simon  Scale.      Brit.  J.   of   Psychol.,  1914-15, 
7,  265-299. 

Based  on  the  application  of  all  the  tests  of  the  1908  and  1911  scales  to  217  Scottish 
children  ranging  in  age  from  4  to  14.  Results  compared  with  those  of  French, 
Cerman  and  American  investigators.  Analysis  of  the  individual  tests.  Con- 
cludes that  with  certain  changes  in  the  arrangement  of  the  tests  and  with  the 
introduction  of  certain  supplementary  tests,  the  scale  can  be  usefully  applied 
to   Scottish   children. 

295.  Rogers,  M.     A  Case  Study  from  the  Indiana  University  Clinic.     Psychol. 

Clin.,   1912-13,  6,  144-151. 

A  case  study,  including  Binet  record  question  by  question. 

296.  Rossy,  C.  S.,  and  Sawyer,  M.  H.    Comparison  of  Mental  Gradings  by  the 

Yerkes-Bridges  Point   Scale   and   the   Binet-Simon   Scale.     Ped.   Sem., 
1916,  23,  452-467. 

Exact  agreement  between  the  two  scales  in  only  4  per  cent,  of  the  cases. 

32 


297.  Rowe,    E.    C.      Five    Hundred    Forty-seven    White    and    Two    Hundred 

Sixty-eight  Indian  Children  Tested  by  the  Binet-Simon  Tests.  Ped. 
Sem.,  1914,  21,  454-468. 

Includes  a  critical  discussion  of  the  Binet  tests  and  a  comparative  study  of  the 
1909  and  1911  versions  as  well  as  the  study  in  race  difTerences.  "The  Indians  are 
everywhere    inferior    to    the    whites." 

298.  Saffiotti,  F.  U.     Resume  des  resultats  d'un  controle  a  I'echelle   metrique 

de    rintelligence    de     Binet    et    Simon     suivant    la    methode    Treves- 
Saffiotti.     I.   Congr.  intern,    de   Pedol.,    Bruxelles,   1911. 
Six  hundred   and   sixty-six   subjects.     Criticisms   and   suggestions. 

299.  Saffiotti,  F.  U.     L'Examen  psychologique  des  ecoliers  et  les  problemes 

de  psychologic  pedagogique  normale  et  anormale.  Milan:  Civelli, 
1911. 

300.  Saffiotti,   F.    U.      L'echelle    metrique    de    I'Intelligence    modifiee    selon    la 

methode   Treves-Safifiotti.      Annee   psychol.,    1912,    18,    327-340. 

Suggests   the   need  of   a   new   method   for  evaluating  and   classifying  results   (Kohs). 

301.  Saffiotti,   F.    U.      Die    Erziehung    der   Abnormen    in    Italien.      Eos,    1913, 

9,   33-44. 

The  plans  of  work  in  Italy,  including  the  use  of  the  scale.  The  results  of  nearly 
one  thousand  testings  confirm  him  in  the  belief  that  the  scale  does  not  measure 
intelligence. 

302.  Saffiotti,  F.  U.     "Note   Psicologiche"   su  due  gemelle.     Riv.   d.    Antrop., 

1913,    18. 

Tests  applied  to  a  pair  of  twins  in  an  attempt  to  determine  whether  the  Binet 
scale   measures   inborn   intelligence. 

303.  Saffiotti,    F.    U.      Sul    "Quoziente    d'Intelligenza"    nella    misura    dell'    eta 

mentale  in  Rapporto  all'  eta  fisica.     Riv.  d.  Antrop.,   1913,  18,  pp.  34. 
Criticises   the  use  of  the   intelligence   quotient   because  it   is  based  on  mental   age. 

304.  Saffiotti,    F.    U.      La    misura    dell'    Intelligenza    nei    Fanciulli.      Roma: 

1916.     Pp.  286.  •  See  No.  98. 

305.  Schmitt,    C.      The    Binet-Simon    Tests    of    Mental    Ability.      Discussion 

and    Criticism.      Ped.   Sem.,    1912,    19,    186-200. 

The  author  had  used  the  tests  with  about  200  children.  No  numerical  results  given. 
She  considers  the  Binet  tests  inadequate  "for  a  full  diagnosis  of  any  clinical 
case."     Attempts  to  distinguish  the  fundamental  tests  from  the  superficial. 

306.  Schereschewsky,    J.    W.      School    Hygiene,    Washington,    D.    C. :     U.    S. 

Pub.   Health   Serv.   Pub.    Health    Repts.,    1913,  28,  2031-2035. 

Report  of  a  symposium:  Fourth  International'  Congress  on  School  Hygiene, 
Buffalo,   New   York. 

307.  Schreuder,    P.    H.      Yets    over   Verstandsmetingen.      Padogog.    Tydsskr., 

1911,  3. 

Finds  that  the  results  obtained  from  the  application  of  the  tests  on  large  num- 
bers of  children  conform  with  the  binomial  curve  of  Quetelet  and  the  curve  of 
Gausse   (Kohs). 

308.  Schreuder,    A.     J.      Some     Dutch     Experiences     with     the     Binet     Scale. 

Fourth    Intern.    Congr.    School    Hyg.,    Buffalo,    1913,    5,   690-692. 

Many  of  the  Binet  tests  "are  suitable  for  international  application  and  this  proves 
again   the   superiority   of  the   work   of  Binet." 

309.  Schubert,   A.      Versuch    einer    Anwendung   der    Methode   von    Binet    auf 

die  Erforschung  der  russischen  defektiven  Kindern.  (Original  in 
Russian:  1.  Russ.  Congr.  Exper.  Pedag.,  1910.)  Also  Archiv.  f.  d. 
gesamt.  Psychol.,  1913.  26, .     Transl.  H.  Reybekiel. 

Tested  229  children,  aged  3  to  19.     Found  a  large   number  of  tests  too  hard   (Kohs). 

33 


310.  Schwegler,    R.    A.      The    Kiiiet-Simoii    Scale    of    Intelligence.      Topeka, 

Kansas:  State  Printing  Office,  1914.     Pp.  56. 
General  directions  and  guide   for   the  use  of  the  scale. 

311.  Seifert,  H.     A.  Binet  und  seine  Inteliigenzpriifungen.     Kathol.   Schulztg. 

f.   Norddeutschk!.,  29. 

312.  Shrubsall,    F.    C.      The    I'2xamination    of    Mentally    Defective    Children. 

School   Hyg..    1911,  2,  564-576,   609-619. 

Hrief  outline  of  Binet   and  De   Sanctis   tests. 

313.  Skinner,     C.     E.      Point     Scale     of     Ninety-three     Dependent     Children. 

Psychol.    Clin..   1916-17,   10,   168-174. 

Subjects  were  inmates  of  a  county  home  for  orphans.  In  diagnosing  feebleminded- 
ness three  methods  are  compared:  Goddard's  3  and  2  bases,  Pintner  and  Paterson's 
3  per  cent,  hypothesis,  and  an  I.  Q.  below  0.7S.  The  scores  and  these  comparisons 
are  presented  in   four  tables. 

314.  Squire,   C.   R.     Some    Requirements    of   Graded    Mental    Tests.      Fourth 

Intern.  Congr.  School  Hyg.,  Buffalo,  1913,  5,  645-648. 

Recommends  a  scale  consisting  of  a  small  number  of  tests,  each  test  being  ar- 
ranged in  steps  graduated  for  degree  of  difficulty.  Two,  at  least,  of  Binet's  tests 
are    so    arranged    and    the    majority    of   them    are    well    adapted    to    such    treatment. 

315.  Stern,  W.     Ueber  die  psychologischen   Methoden   der   Intelligenzpriifung 

und  deren  Anwendung  an  Schulkindern.     5.  Kongr.  f.  exper.  Psychol., 
Berlin,  1912,  pp.  1-109.     Also  Leipzig:  Barth,  1912,  pp.  1-109. 

An  examination  of  the  individual  tests.  They  are  not  all  valuable,  but  the 
scale  as  a  whole  is  useful. 

316.  Stern,    W.      Der    Intelligenz    Quotient    als    Mass    der    kindlichen    Intelli- 

genz    insbesondere    der    unternormalen.      Zsch.    f.    angew.    Psychol., 

1916,  11,_  1-18. 

Discusses  the  use  of  the  Intelligence  Quotient^  that  is,  the  mental  age  divided  by 
the  chronological  age,   in  the  diagnosis  of  feeblemindedness. 

317.  Strong,  A.  C.     The  Three   Hundred   Fifty   White  and   Colored   Children 

Measured    by    the    Binet-Simon    Measuring    Scale    of    Intelligence:     A 
Comparative   Study.     Ped.   Sem.,    1913,  20,  485-515. 

The  purpose  of  this  investigation  was  threefold:  To  study  the  results  obtained 
from  the  white  children  and  to  compare  them  with  those  Goddard  obtained  from 
his  "Two  Thousand  Normal  Children."  To  make  a  comparative  study  of  white 
and  colored  children.  To  study  the  scale  itself  with  respect  to  its  reliability  as  a 
whole   and   as  to   its   serial   arrangement.     A   bibliography   of  67   titles. 

318.  Sunne,  D.     A   Comparative  Study   of   White   and    Negro   Children.     J.   of 

Appl.    Psychol.,    1917,    1,    71-83. 

The  Binet  scale  and  the  Yerkes  point  scale  and  other  tests  used.  The  white  and 
negro   children    tested   were    similar    in    social    and    economic   status. 

319.  Taylor,  N.  G.  R.     Further  Data   towards  the   Study   of  the   Binet-Simon 

Scale.    J.  of  Exp.  Ped.,  1915-16,  3,  256-266. 

Investigation  carried  out  in  a  primary  school  in  a  working  class  quarter  of  Shef- 
field. Includes  some  analysis  of  individual  tests,  criticism  of  marking  of  tests, 
and    correlation    bptwccii    teachers'    ranking    and    scale    results. 

320.  Terman,  L.  M.     .\  Survey  of  Mentally  Defective  Children  in  the  Schools 

of  San   Luis  Obispo,  California.     Psycol.   Clin.,   1912-3.  6,  131-139. 

Twenty-four  children  were  given  the  "improved  Binet  scale."  The  value  of  the 
scale  "as  a  means  of  getting  a  definite  idea  of  the  intellectual  status  of  a  child" 
is  demonstrated. 

34 


321.  Terman,   L,   M.     Suggestions   for  Revising,   Extending  and   Supplement- 

ing the  Binet  Intelligence  Tests.  Fourth  Intern.  Congr.  School  Hyg., 
Buflfalo,  1913,  5,  700-706. 

Briefly  considered  under  the  following  topics:  Selection  of  children  for  standard- 
izing the  tests;  the  question  of  age  grupingo;  the  per  cent,  of  correct  responses 
necessary  for  placing  a  test;  needed  shift  of  tests;  criteria  for  the  elimination  and 
substitution  of  tests;  desirable  number  of  tests  for  each  age  group;  suggestions 
for   extending  and   supplementing   the   scale. 

322.  Terman,  L.  M.,  and  Childs,  H.  G.     A  Tentative  Revision  and  Extension 

of  the  Binet-Simon  Measuring  Scale  of  Intelligence.  J.  of  Educ. 
Psychol.,  1913,  3,  61-74,  133,143,  198-208,  277-289.  Also  Psychol.  Clin., 
1911-12.  5,  199-206. 

A  preliminary  investigation  whose  results  "for  various  reasons"  were  not  made 
use  of  in  the  final  Stanford  revision.  396  children  examined.  The  lists  of  tests 
of  this  tentative  revision  given  and  four  supplementary  tests  described  in  detail. 
Conclusions  and  suggestions. 

323.  Terman,   L.   M.      Psychological    Principles    Underlying  the    Binet-Simon 

Scale  and  Some  Practical  Considerations  for  its  Correct  Use.  J.  of 
Psycho-Asthen.,    1913-14,    18,   93-104. 

Special  characteristics  and  reliability  of  the  Binet-Simon  scale:  its  limitations  and 
sources   of  error. 

324.  Terman,  L.  M.,  Lyman,  G.,  Ordahl,  G.,  Ordahl,  L.,   Galbreath,  N.,  and 

Talbert,  W.  The  Stanford  Revision  of  the  Binet-Simon  Scale  and 
Some  Results  from  its  application  to  One  Thousand  Non-selected 
Children.     J.   of  Educ.   Psychol.,    1915,  6.   551-565. 

A  brief  summary  and  analysis  of  the  investigation  which  resulted  in  the  Stanford 

revision   of  the    Binet-Simon   scale. 

325.  Terman,   L.   M.,   and   KnoUin,   H.   E.     Some    Problems    Relating   to    the 

Detection  of  Borderline  Cases  of  Mental  Deficiency.  J.  of  Psycho- 
Asthen.,   1915,  20,  3-15. 

Another  summary  of  the  investigation  which  resulted  in  the  Stanford  revision 
of  the  Binet  scale  with  special  emphasis  on  the  superiority  of  that  revision  over 
other  forms  of  the  scale  in  the  detection  of  borderline  cases  of  both  lower  and 
upper    ranges. 

326.  Terman,  L.  M.     The   Binet  Scale  and   the   Diagnosis   of   Feeble-Minded- 

ness.     J.  of  Crim.  Law  and  Criminol.,  1916-17,  7,  530-543. 

Replies  to  five  of  the  usual  criticisms  of  Binet  tests  and  testers.  Suggests  a 
criterion    of  "intellectual   feebleness"    on    the   basis   of   the   Stanford   revision. 

327.  Terman,  L.  M.     The  Measurement  of  Intelligence.     Boston:    Houghton, 

Mifflin,  1916.     Pp.  362. 

A  discussion  of  the  general  principles  of  intelligence  testing  and  a  guide  for  the 
use  of  the  Stanford  revision.  Specific  directions  are  given  for  administering  and 
scoring  each  question.  A  classified  and  selected  bibliography  of  89  titles  on  the 
Binet  scale. 

328.  Terman,   L.   M.,   Lyman,   G.,    Ordahl,   G..   Ordahl,    L.    E.,   Galbreath,   N., 

and  Talbert,  W.  The  Stanford  Revision  and  Extension  of  the  Binet- 
Simon  Scale  for  Measuring  Intelligence.  Baltimore:  VV'arwick  and 
York,   Educ.   Psychol.   Monog.,   1917,  No.   18.     Pp.   179. 

Deals  with  "source  material"  and  is  a  "companion"  volume  to  the  "Measurement 
of  Intelligence."  Analyzes  the  results  of  the  individual  tests  for  sex  differences. 
Chapter  V  deals  with  the  "relation  of  intelligence  to  social  status."  It  is  con- 
cluded that  "children  of  superior  social  classes"  do  better  in  the  tests  "because  of 
superior   original    endowment." 

35 


329.  Terman,   L.    M.      Errors    in    Scoring    Binet    Tests.      Psychol.    Clin.,    1918, 

12,  23-39. 

The  errors  made  by  live  students  in  scoring  843  Binet  tests  tabulated  and  analyzed. 
Special   training  should   be  given   for   scoring   certain   tests. 

330.  Thorndike,  E.  L.     The  Significance  of  the  Binet  Mental  Ages.     Psychol. 

Clin.,   1914-15,  8,  185-189. 

"I  shall  show  that  the  very  measurements  whence  Goddard  derived  this  assump- 
tion of  the  exact  correspondence  of  the  Binet  mental  ages  V  to  XIII,  to  the 
average  ability  of  chronological  ages  5  to  12,  show  in  reality  something  entirely 
different,   and   that  so  also  do   the   results  of  others  who  have  used   these   tests." 

331.  Thorndike,  E.  L.     The  Significance  of  the   Binet-Simon  Tests.     Psychol. 

Clin.,    1916-17,    10,    121-123. 

Data  obtained  from  the  Stenquist-Thorndike-Trabue  study  entitled  "The  Intel- 
lectual   Status  of  Children    Who   Are   Public   Charges." 

The  coefficients  which  result  when  the  Binet  tests,  the  completion  test,  and  the 
reading  test  are  intercorrelated,  are  compared  with  the  coefficients  which  result 
when  those  three  are  each  correlated  with  the  construction  test.  The  former  are 
0.88,  0.81,  0.86,  and  the  latter  0.63.  0.65,  0.58.  The  Hinet  test  is  not  an  adequate 
measure  of  general  ability,  Init  "measures  chiefiy  the  ability  to  deal  with  ideas 
expressed  in   words." 

332.  Town,  C.   H.     The   Binet-Sim.on    Scale   and   the    Psychologist.      Psychol. 

Clin..   1911-12,  5,  239-244. 

The  dangers  inherent  in  a  wholesale  and  unscientific  use  of  the  scale.  Regrets 
that  the  English  version  of  the  tests  is  almost  without  commentary,  and  quotes 
largely  from  Binet  to  show  that  he  foresaw  the  dangers.  Also  replies  to  Ayres' 
criticism. 

333.  Town,  C.  H.    Transla^tion  of  No.  159.     Lincoln,  111.:  Courier.  1913.    Pp.  83. 

334.  Treves,  Z..,  e   Saffiotti,  F.   U.      La   Escala   metrica  de  la    Inteligencia   de 

Binet  y  Simon.     Boletin  d.  1.  Instruccion  Publica,  Buenos  Aires,  1910. 

Spanish    translation    of    "La    scala    metrica,    etc." 

335.  Treves,  Z.,  and  Saffiotti,  F.  U.     La  "Scala   Metrica  dell'   Intelligenza  di 

Binet  e  Simon"     Milano,   1911.     Pp.  67. 

Based  on  the  application  of  the  scale  to  666  Milan  school  children.  Criticises  the 
arrangement  of  the  tests  of  the  scale  and  its  method  of  grading  intelligence  in 
terms    of  "mental    age." 

336.  Treves.   Z.,   e    Saffiotti,   F.    U.      Prove    mentali    per   la    graduazione    dell' 

intelligenza   nella  popolazione   scolastica  elementare.      Paravia,   Milan, 
1913. 

337.  Vaney,    V.      Lc    diagnostic    des    arrieres    scolaires.      L'Enfance    .\norm.. 

1913,  20,   509-514. 

In  the  past  five  years  the  scale  has  proved  a  most  valuable  aid  in  diagnosing 
backwardness    and    feeblemindedness. 

338.  Vaney,  V.      Comment   se   groupent   les  eleves   d   'une  classe.      Bull.   Soc. 

libre  £tude  psychol.  de  I'Enfant,  1913.   13,  59-66. 

A  positive  correlation  is  found  between  the  development  of  intelligence  as  revealed 
by    the    l?inet    tests    and    school    work. 

339.  Villiger,    R.      Die    Erkennung   des    Schwachsinns   beim    Kinde.      Leipzig: 

Engelmann,    1913.      Pp.  90. 

A   full   explanation   of  the   scale  and   the   directions  for   its  application. 

340.  Wallin,    J.    E.    W.      A    Practical    Guide    for    the    Administration    of    the 

Binet-Simon     Scale     for     Measuring     Intelligence.      Psychol.     Clinic, 
1911-12,  5,  217-238. 

Specific  and  general  directions  for  the  administration  of  the  1908  tests,  supple- 
mented  by    the   "tests   for   idiocy"  from   the   1908   series. 

36 


341.  Wallin,  J.   E.   W.      Experimental   Studies   of    Mental    Defectives.      Balti- 

more: Warwick  and  York,  Educ.   Psychol.   Monog.,  1912,  No.  7.     Pp. 
155.  See  No.  125. 

342.  Wallin,  J.  E.  W.     The  Present  Status  of  the  Binet-Simon  Graded  Tests 

of  Intelligence.     Alienist  and  Neurol.,  1912,  33,  162-173. 

See  No.  123,  H.  , 

343.  Wallin,  J.   E.  W.     Current   Misconceptions  in   Regard   to   the    Functions 

of    Binet    Testing    and    of    Amateur    Psychological    Testers.      Fourth 
Intern.  Cong.  School  Hyg.,  Buffalo,  1913,  5,  678-689.         See  No.  123,1. 

344.  Wallin,  J.  E.   W.     The   Binet-Simon  Tests   in    Relation    to   the   Factors 

of  Experience  and  Maturity.     Psychol.  Clin.,  1914-15,  8,  266-271. 

See    "Experimental    Studies    of    Mental    Defectives." 

345.  Wallin,    J.    E.    W.      Criminal    Irresponsibility.      J.    of    Delinq.,    1916,    1, 

250-253. 

An  attempt  to  show  that  the  Binet  mental  age  XII  is  too  high  a  level  at  which  to 
draw  the  line  of  irresponsibility. 

346.  Wallin,    J.    E.    W.      The    Individual    Tests    in    the    Binet-Simon    Scale. 

Psychol.  Clin.,   1917,  11,  79-85. 

The    present    article    confines    itself    to    the    weight-discrimination    test. 

347.  Wallin,  J.  E.   W.     The    Phenomenon   of  Scattering   in    the   Binet-Simon 

Scale.     Psychol.  Clin.,  1917.  11,  179-195. 

An  attempt  to  determine  whether  feebleminded  children  "scatter"  more  than 
normal   children. 

348.  Wallin,  J.  E.  W.     Wide  Range  versus  Narrow  Range  Binet-Simon  Test- 

ing.    J.  of  Delinq.,  1917,  2,  315-330. 

An  investigation  to  ascertain  whether  the  same  necessity  for  wide  range  testing, 
which  the  author  had  found  in  his  examination  of  the  epileptic  and  insane, 
obtained  also  among  school  children. 

349.  Wallin,   J.   E.   W.      An   Analysis    of   Binet-Simon    Records.      School    and 

Soc.   1918,  7,  387-390. 

"We  shall  limit  ourselves  to  pointing  out  a  few  general  results  and  conclusions 
based   on   analyses  which   are   sent  out   in   detail   in  various   publications." 

350.  Wallin,  J.  E.  W.     A  Further  Comparison  of  Scattering  and  of  the  Men- 

tal  Rating  by  the    1908  and   1911    Binet-Simon   Scales.     J.   of  Delinq., 

1918,  3,  12-27. 

"An  analysis  of  the  phenomenon  of  scattering  when  the  subjects  were  grouped 
according  to  B-S  age."  Binet  1908  and  1911  scales  compared  in  this  and  other 
respects. 

351.  Weidensall,  J.     Psychological  Tests  as  Applied  to  the  Criminal  Woman. 

Psychol.  Rev.,  1914,  21,  370-375. 

The  preliminary  study  out  of  which  grew  the  author's  later  and  larger  investiga- 
tion. It  originated  in  an  attempt  to  secure  a  body  of  tests  which  would  prove  a 
guide  to  the  criminal  woman's  reformability.  The  Binet  1908  series  was  given  to 
200  women  as  they  came  from  the  courts  to  Bedford  Hills.  The  author  is  con- 
vinced, for  reasons  stated,  that  general  intelligence  tests,  such  as  the  Binet,  are 
much   less   useful    for   her   purposes    than   motor   co-ordination   tests. 

352.  Weigl,  F.     Intelligenzpriifung  von   Hilfsschiilern  nach  der  Testmethode. 

Beitr.   z.   Kinderfrschg.   und   Heilerzg.,   1913,   Heft   111.     Also  Zsch.   f. 

Kinder   frschg.,    1913,   18,  374-380,   455-462,   509-530. 

An  examination  of  different  test  systems,  including  Binet's  and  a  tabular  com- 
parison of  the  latter  with  Ziehen's.  Tested  55  boys  and  38  girls,  ages  7  to  13. 
Finds   scale   very  valuable   for   immediate  diagnosis   (Kohs). 

2,1 


■A  /%  ocrr'/*^ 


353.  Weintrob,  J.,  and  Weintrob,  R.     The  Influence  of  Environment  on  Men- 

ial Ability  as  Shown  by  the  Binel-Simon  Tests.  J.  of  Educ.  Psychol., 
1912,    3,    577-583. 

Seventy  children  from  each  of  three  grades  of  social  condition,  good,  medium 
and  poor,  were  tested  with  the  Goddard  revision  of  the  Binet  scale.  "Judging  from 
the  results  environment  does  not  seem  greatly  to  affect  mental  capacity,  if  at  all." 

354.  Wender,    Louis.      The    Applicability    of    Binet-Simon    Intelligence    Tests 

in  Psychoses  of  the  Senium.  N.  Y.  Med.  J.,  Vol.  CI.,  No.  10,  Mar.  6, 
1915. 

The   tests   used    to  diagnose   mental   enfeeblement   in   the   aged. 

355.  Whipple,   Dr.,   and   Mrs    G.   M.     The    Vocabulary    of   a    Three-Year-Old 

Boy.     Ped.  Sem.,  1909,   16,  1-22. 

Compares   this   child's   color   terms  with    Binet's   requirements. 

356.  Widen,    L.    E.      A    Comparison    of    the    Binet-Simon    Method    and    Two 

Discrimination  Methods  for  Measuring  Mental  Age.  Thesis,  Gradu- 
ate College,  Iowa  City,  1911. 

357.  Wijsman,  J.  W.  H.,  und  Schreuder,  P.  H.     Die  psychologische   Methode 

Binet  und  Simons  zur  Bestimmung  des  Grades  des  Intellekts,  ange- 
wandt  bei  zuriickgebliebenen  Schulkindern.  Zuid  en  Noord,  1912.  3, 
186  fif.;  323  ff. 

358.  Williams,    J.    H.      A    Study    of    150    Delinquent    Boys.      Research    Lab., 

Buckel  Foundation,  Stanford  Univ.,  1915,   1,  3-15. 

,  This   investigation   furnished  part  of  the  data  on   which   the  upper   extension  of  the 

Stanford  revision  of  the  Binet  scale  is  based.  Case  studies,  conclusions  and 
suggestions. 

359.  Winch,  W.   H.     Binet's   Mental  Tests;    What  They   Are  and    What   We 

Can  Do  With  Them.  Child  Study,  1913,  6,  113-117;  1914,  7,  1-5,  19-20, 
39-45,  55-6,  87-90.  98-104,  116-122,  188-144;  1915.  8,  1-8.  21-27,  50-56, 
86-92. 

A  description  of  the  Binet  3-year-old  tests  given  in  three  London  schools.  The 
children   tested  were  from  three  to  seven   years   of  age. 

360.  Yerkes,  R.  M.,  and  Bridges,  J.  W.     The   Point   Scale:    A   New   Method 

for  Measuring  Mental  Capacity.  Boston  Med.  and  Surg.  J.,  1914, 
171,   857-866. 

Preliminary  report,  later  presented  in  "A  Point  Scale  for  Measuring  Mental 
Ability." 

361.  Yerkes,  R.  M.,  Bridges,  J.  W.,  and  Hardv^rick,  R.  S.     A  Point  Scale  for 

Measuring  Mental  Ability.  Baltimore:  Warwick  and  York,  1915. 
Pp.  218. 

A  scale  consisting  of  a  single  series  of  tests  in  which  partial  or  full  credit  is 
given  according  to  the  degree  of  merit  of  the  subject's  response.  In  the  selection 
of  the  20  tests  of  which  it  is  composed  preference  was  given  to  the  Binet  tests 
and  to  those  of  the  latter  which  are  capable  of  serial  arrangement.  The  norms  are 
based  on  the  examination  of  805  individuals.  Emphasis  is  laid  on  the  necessity 
of  norms  for  sex.  and  linguistic  and  social  status,  as  well  as  for  age.  Jn  the  minds 
of  the  authors  this  scale  is  only  provisional,  and  a  list  of  principles  upon  which 
"a    universal    scale"    should    be   based    is   given. 

362.  Yerkes,  R.  M.,  and  Anderson,  H.  M.     The   Importance   of  Social  Status 

as  Indicated  by  the  Results  of  the  Point  Scale  Method  of  Measur- 
ing Mental   Capacity.     J.   of   Educ.    Psychol.,   1915,  6,   137-150. 

The  author's  purpose  is  to  demonstrate  that  there  are  other  norms  as  importan: 
as  those  of  age.  The  necessity  for  norms  of  social  and  economic  status  is  em- 
phasized. Fifty-four  pupils  from  each  of  two  schools  whose  pupils  differ  radically 
in  these  respects  were  examined.     A  striking  difference  in   results  obtained. 

38 


363.     Yerkes,    R.    M.,    and    Wood,    L.      Methods    of    Expressing    Results    of 
Measurements    of    Intelligence:      Coefficient     of     Intelligence.      J.     of 
Educ.    Psychol.,    1916,    7,    593-606. 

Supplementary  to  "A  Point  Scale  for  Measuring  Mental  Ability."  Six  modes  of 
"expressing  intellectual  status  are  listed,"  and  one  of  them,  "coefficient  of  intelli- 
gence," is  discussed  at  length.  Coefficients  are  presented  for  2414  sutijects.  The 
study  also  includes  the  presentation  of  "revised  point  scale  norms  for  the  ages  4  to 
18"   in  the  form  of  a  curve. 

364.  Yerkes,   R.  M.     The   Binet   versus    the   Point   Scale   Method    of   Measur- 

ing Intelligence.     J.   of  Appl.   Psychol,    1917,   1,   111-122. 

The  two  scales  are  compared  as  to  their  method  of  selection  and  standardization 
of  their  constituent  tests  and  as  to  their  method  of  measurement  of  the  subjects' 
responses.  Suggestions  are  made  for  the  development  of  a  scale  which  should 
retain   the   serviceable   principles   of  these   scales   and   improve   upon    them. 

365.  Yerkes,  R.  M.,  and  Burtt,  H.  E.     The  Relation  of  Point  Scale  Measure- 

ments of  Intelligence  to  Educational  Performance  in  College  Stu- 
dents.    School  and  Soc,  1917,  5,  535-540. 

By  the  use  of  lantern  slides  and  special  record  blanks  the  scale  was  adapted  to 
the  demands  of  group  testing.  Correlation  with  educational  performance  and  sex 
differences   studied. 

366.  Zimmerman,   J.      The    Binet-Simon    Scale    and    Yerkes    Point    Scale.      A 

Comparative  Study  based  on  the  Examination  of  100  Cases.  J.  of 
Educ.  Psychol.,  1917,  8,  551-558. 

"The  point  scale  demonstrates  its  superiority  for  at  least  tour  years  beyond  the 
point   where   the   reliability   of   the    Binet    scale    ceases." 

367.  Zylber,  D.,  et  Lublimer,  E.     Institut   pour   enfants   arrieres   a   Varsovie. 

1.  Congr.  intern,  de  pedol.,  Bruxelles,   1911. 

A  private  institution  founded  in  1908  (Warsaw,  Russia)  finds  ihe  scale  very- 
valuable    for   purposes    of    classification. 

2.     De  Sanctis,  Knox,  Porteus,  etc. 

368.  Anonymous.     The    De    Sanctis   Tests.     Training    School    Bull..    1913,    10, 

34-36. 

The  tests  listed  and  briefly  described;  also  a  brief  discussion  of  their  diagnostic 
value. 

369.  Cunningham,    K.    S.      Binet    and    Porteus    Tests    Compared.      Examina- 

tion of  One  Hundred  School  Children.  J.  of  Educ.  Psychol.,  1916, 
7,  552-556. 

A  comparative  study.  The  two  tests  correlated  0.71.  The  advantages  of  the- 
Porteus    tests. 

370.  Decroly,  O.,  et  Degand,  J.     Le  mesure  de  I'intelligence  chez  les  enfants. 

2.  contribution  critique.  La  methode  de  De  Sanctis.  Arch,  intern, 
d'hyg.    scaloire.,   1904,   4,  230-303.  See   No.    186. 

371.  De    Sanctis,    S.      (a)    Types    et    degres    d'insuffisance    mentale.      Annee 

psychol.,  1906,  12,  70-83.  (b)  Typen  und  Grade  Mangelhafter  geistiger 
Entwicklung.  Eos,  1906,  2,  97-115.  (c)  Tipi  e  gradi  d'insufificienze 
mentale.     Annali  di  Neorologia,  1906. 

Not  believing  in  Binet's  1905  scale,  he  devises  a  series  of  six  tests  with  which 
to  determine   the  grade  of   intelligence. 

372.  De  Sanctis,  S.     Mental  Development  and  the  Measurement  of  the  Level 

of  Intelligence.    J.  of  Educ.  Psychol.,  1911,  2,  498-507.  See  No.  195. 

2>72).     De  Sanctis,  S.     Lo  sviluppo  psichico  e  la  misura  del  livello  intellectuale. 
Infanz.   anormale,   1912,   6,  33-41. 

39 


374.  De  Sanctis,  S.     Reattivi  per  la  misura  dell'   insufficienza  mentale.     Con- 

trib.  psicol.,  1912,  1. 

375.  De    Sanctis,    S.      Educazione    dei    Deficient!.      Milano:     Villardi,     1915. 

Pp.  300.  See  No.  29. 

376.  Knox,  H.  A.     A  Scale,  Based  on  the  Work  at  Ellis  Island,  for  Estimat- 

ing Mental  Defect.    J.  of  Amer.  Med.  Assoc,  1914,  62,  745-747. 
Zn .     Knox,  H.  A.     Measuring  Human  Intelligence.     A  Progressive  Series  of 
Standardized  Tests  Used  by  the  Public  Health  Service  to  Protect  our 
Racial  Stock.     Scientific  American,  1915,  112,  52-53,  57-58. 

A  iiiucli  illustrated  .-iccount  of  the  testing  done  at  Ellis  Island.  The  scale  is 
given. 

378.  Knox,  Howard  A.     Alien   Mental   Defectives.     Chicago:   C.  H.  Stocking 

Co. 

Describes    Knox   scale   and   other   tests   used    to   test    immigrants   at    Ellis    Island. 

379.  Martin,   L.      A    Contribution    to   the    Standardization    of   the    De    Sanctis 

Tests.     Training  School   Bull.,   1916,  13,  93-100. 

207  normal  and  150  feebleminded  subjects  tested.  It  is  concluded  that  the  tests 
not  only  fulfill  their  author's  claim  by  indicating  grades  of  defect,  but  that 
"they   mark   grades   of  development  of  normal   mind." 

380.  Pintner,  R.,  and  Paterson,  D.  G.     The  Factor  of   Experience   in   Intelli- 

gence Testing.     Psychol.  Clin.,  1915-16,  9,  44-50. 

381.  Pintner,  R.,  and  Paterson,  D.  G.     A  Scale  of  Performance  Tests.     New 

York:    Appleton,   1917.     Pp.  218. 

The  scale  consists  of  15  tests,  none  of  which  require  verbal  responses.  Thi^ 
verbal  directions  used  are  very  brief  and  when  necessary  can  be  dispensed  with 
Tests    standardized   and    norms   established. 

382.  Pintner,  R.,  and  Reamer,  J.  C.     Children  Tested  by  the  Point  Scale  and 

the  Performance  Scale.     Psychol.  Clin.,  1917,  11,  142-151. 

178  children  were  tested  by  both  scales.  The  two  scales  were  found  to  supplement 
each  other. 

383.  Porteus,  S.  D.     Mental  Tests  for  Feeble-Minded.     A  New  Series.     J.  of 

Psycho-Asthen.,   1915,   19,  200-213. 

384.  Porteus,  S.  D.     Motor  Intellectual  Tests   for  Mental   Defectives.     J.   of 

Exp.  Ped.,  1915-16,  3,  127-135. 

The  tests,  directions  for  giving  them,  graphs,  and  comparison  with  the  Binet 
scale. 

385.  Porteus,  S.  D.     Mental  Tests  with  Delinquents  and  Australian  and  Abor- 

iginal Children.     Psychol.   Rev.,   1917,  24,  32-42. 

The  Porteus  series  graded  for  mental  ages  from  3  to  13  was  used.  A  compara- 
tive study.  A  few  deaf  children  were  also  tested.  The  author's  ideal  is  to  study 
abnormalities  of  intelligence  and  "disposition,"  and  to  determine  the  importance 
of  these    "in    their   bearing   upon   conduct." 

386.  Porteus,    S.    D.     The    Measurement    of    Intelligence:     Six    Hundred    and 

Fifty-three  Children  Examined  by  the  Binet  and  Porteus  Tests.     J.  of 

Educ.  Psychol.,  1918,  9,  13-31. 

Emphasis  on  the  value  of  the  Porteus  tests.  Have  been  tried  with  normal, 
feebleminded,  delinquent  and  deaf  and  dumb  subjects.  They  reveal  facts  regard- 
ing the  dispositions  of  subjects   which  the   Binet  tests  do  not  touch. 

387.  Saffiotti,  F.  U.     Clinica  medico-psico-pedagogico.     L'infanzia   Anormale, 

1911,  5,  102-116.  See  No.  95. 

388.  Shrubsall,    F.    C.      The    Examination    of    Mentally    Defective    Children. 

School  Hyg.,  1911.  2,  564-576,  609-619. 

Brief   outline   of    Binet    and    De    Sanctis   tests. 

40 


389.  Squire,  C.  E.     Graded  Mental  Tests.     J.  of  Educ-  Psychol.,  1912,  3,  363- 

380,  430-443,  403-506. 

A  scale  of  serially  graded  mental  tests.  Age  norms,  based  on  results  from  65  un- 
retarded  children,  are  presented  for  years  6  to  13,  incktsive.  Twenty  tests  de- 
scribed   and   results   for  each   given   in    a   table. 

B.   Individual  Tests  and  Groups  of  Tests 

390.  Abelson,    A.    R.      The    Measurement    of    Mental    Ability    of    "Backward" 

Children.     Brit.  J.  of  Psychol.,  1911.  4,  268-314. 

This  investigation  Was  carried  out  under  carefully  controlled  conditions  in  eight 
of  the  London  County  Council  Schools  for  the  mentally  defective.  The  33  girls 
and  boys  examined  lacked  pronounced  mental  or  physical  defect,  and  ranged  in 
age  from  8  to  15  years.  Intercorrelation  of  the  tests  and  of  the  correlation  of 
each  test  with  the  amalgamation  of  all  the  tests  and  with  the  teachers'  estimates 
of  "practical  intelligence"  and  of  "scholastic  ability"  are  studied.  The  author 
believes  that  two  fundamental  principles  on  which  the  application  of  tests  should 
be  based  have  been  established  by  his  research:  first,  the  increased  diagnostic 
value  which  is  obtained  by  pooling  several  independent  tests,  and,  second,  the 
importance  of  taking  care  that  each  test  be  "consistent  with  itself."  He  explains 
how  he  obtained  a  reliability  coefficient  for  his  own  tests.  For  the  examination 
of  border  line  cases,  such  as  his  own  subjects,  he  advocates  the  use  of  the  same 
tests,  "simply  making  allowance  for  age,"  instead  of  a  scale  graduated  for  age 
such   as   the  Binet. 

391.  Aitkens,   H.   A.,   and   Thorndike,   E.   L.      Correlation    among    Perceptive 

and  Associative  Processes.     Psychol.  Rev.,  1902,  9,  374-382. 

160  eighth  grade  and  60  fifth  grade  children  tested.  The  tests  used  were  two 
cancellation  tests,  easy  and  hard  opposites,  the  forward-alphabet  tests  and  an  ad- 
dition   test. 

392.  Anderson,   H.  W.,  and  Hilliard,  G.  H.     The   Standardization   of   Certain 

Mental  Tests  for  Ten-Year-Old  Children.     J.  of  Educ.  Psychol.,  1916, 
7,  400-413. 

Seven  tests  given  to  51  boys  and  64  girls.  Correlations  with  school  progress  an.l 
sex  differences   studied. 

393.  Andrews,   M.      An    Investigation    into   the    Rate    of    Mental    Association. 

J.  of  Educ.  Psychol.,  1917,  8,  97-102. 

Uncontrolled  concrete  association  series  used.  As  a  measure  of  intelligence, 
types   of  response   found    to   be   more   important   than   mere   speed   of  reaction. 

394.  Ash,    I.    E.      The    Correlates    and    Conditions    of    Mental    Inertia.      Ped. 

Sem.,    1912,   19,  425-437. 

An  attempt  to  measure  objectively  "independence  and  originality  in  observation 
and  interpretation,"  and  their  relation  to  promptness,  rank  and  general  attitude 
in  school.  850  eighth  grade  pupils  tested  with  five  pairs  of  questions— one  of  each 
pair  requiring  simply  "book  learning,"  the  other  original  work.  "Persistence  in 
type,"  that  is,  the  tendency  of  independence  in  one  situation  to  obtain  in  others 
also,    is   more   pronounced    in    boys    than    in   girls. 

395.  Bagley,   W.    C.     On    the    Correlation    of    Mental    and    Motor    Ability   in 

School  Children.     Amer.  J.  of  Psychol.,  1901,  12,  193-205. 

Reports  a  negative  correlation  between  motor  skill  and  intelligence.  The  mental 
tests  are   not  described. 

396.  Baldwin,  B.  T.     The  Learning  of  Delinquent  Adolescent  Girls  as  Shown 

by  a  Substitution  Test.     J.  of  Educ.  Psychol.,  1913,  4,  317-332. 

The    substitution    test    suggested    by    Gray    was    used.      Performances    of    negro    and 

white    girls    compared. 

41 


397.  Beanblossom,    M.    L.      Mental    Examination    of    Two    Thousand    Delin- 

quent Boys  and  Young  Men.     Jeffersonville,   Ind. :   Indiana   Reforma- 
tory Print,  1916.     Pp.  23. 

Suggestions  conceriiiiig  psychological  tests  for  mental  diagnosis,  especially  for 
adulls  and  those   nearing  adult  age. 

398.  Bechterew,    W.    von,    and    Wladyczko,    S.      Beitrage    zur    Methodik    der 

objektiven    Untersuchung   von    Geisteskrankeii.      Zsch.    f.    Psychother. 

u.  Med.  Psychol.,  1911,  3,  87-109. 

Each  test  consists  of  a  number  of  graded  parts. 

399.  Bell,  J.  C.     A  Detailed  Study  of  Whipple's  Range  of  Information  Test. 

J.  of  Educ.  Psychol.,  1917,  8,  475-482. 

The  object  of  the  study  was  to  ascertain  how  each  group  of  students,  consisting 
of  the   four  college  classes,   responded   to  each  word  of  the   test. 

400.  Bickersteth,   M.    E.     The   Application    of    Mental    Tests    to    Children    of 

Various  Ages.     Brit.  J.  of  Psychol.,  1917,  9,  23-73. 

2,500  subjects;  12  tests.  Study  of  following  correlations  included:  Mental  age 
with  physical  age;  motor  tests  with  mental  tests;  intellectual  ability  with  ability 
to  profit  by  learning.  Compares  town  and  country  children.  Concludes  that  "the 
same  test  applied  at  different  ages"  has  greater  diagnostic  value  than  a  series  of 
"externally    graded    tests." 

401.  Binet,   A.,   at   Henri,   V.      La   psychologic    individuelle.     Annee   psychol.^ 

1895,   2,   411-465. 

A    long   and   detailed    list   of   tests   for   the  study    of   individual    differences. 

402.  Binet,  A.     Attention  et  adaptation.     Annee  psychol.,  1899,  6,  248-404. 

.Attempted    to   differentiate    intelligent   from   unintelligent   differences. 

403.  Binet,  A.     La  suggestibilite.     Paris:    Schleicher,  1900.     Pp.  396. 

A  study  of  suggestibility  in  school  children.  The  author  was  probably  the  first  to- 
test    "capacity    to   report." 

404.  Binet,    A.      A    proposito    delle    "Ricerche    di    Psicologia    individuale    no 

dementi"  di  Baroncine  e  Sarteschi.     Riv.  di  psicol.,  1910,  6,  184-185. 

A  criticism  of  both  the  work  of  these  Italian  experimenters  and  the  interrogatioa 
method    of    Ferrari    (Kohs). 

405.  Binet,  A.     Psychologic  individuelle.     La  description   d'uii   objet.     Annee 

psychol.,   1896,  3,  296-332. 

A  pictiu-e  description  test  was  given  to  175  children  from  8  to  14  years  of  age 
and    an   object    description    test   to    18    adults. 

406.  Bingham,  W.  V.     Some    Norms  of   Dartmouth    Freshmen.     J.   of  Educ. 

Psychol.,   1916,  7,  129-142. 

200  measured  individually  and  their  performances  in  eight  tests  are  shown  by 
means    of    percentile    curves    of   distribution. 

407.  Bolton,  T.   L.     The  Grow^th   of   Memory   in    School    Children.     Amer.  J.. 

of  Psychol.,  1891,  4,  362-380. 

A   study   of  age   and   sex   differences   in    the   memory   span  for  digits. 

408.  Bond,  N.  J.,  and  Dearborn,  W.  F.     A  Comparison  of  the  Audiiory  Mem- 

ory and  Tactual  Sensibility  of  the  Blind  with  Those  of  Persons  W'ho>- 
have  Normal  Hearing.     J.  of  Educ.   Psychol.,  1917,  8,  21-26. 

409.  Bonser,  F.  G.     The  Reasoning  Ability  of  Children   of  the  Fourth,   Fifth 

and    Sixth    Grades.      Teachers    College,    Columbia    Univ.,    Contrib.    to> 
Educ,   1910,  No.  37.     Pp.   113. 

"The  results  here  derived  point  to  the  conclusion  that  the  correlations  among 
the  abilities  here  tested  arc  a  matter  of  native  capacity  rather  than  the  result  of 
training." 

42 


410.  Bonser,  F.   G.     The    Selective   Significance    of   Reasoning  Ability  Tests. 

J.  of  Educ.  Psychol.,  1916,  7,  187-200. 

A    follow-up   experiment.  A   number   of   years   after   the   completion    of   the   author's 

investigations   cited  just  above,   an   attempt  was  made   to  ascertain   the   educational 

and  industrial  status  of  the  757  children  whose  ability  in  tests  of  reasoning  was 
therein   studied. 

411.  Bonser,  F.  G.,  Burch,  L.  H.,  and  Turner,  M.  R.     Vocabulary  Tests  as 

Measures  of  School  Efficiency.     School  and  Soc,  1915,  2,  713-719. 

The  Kirkpatrick  and  a  new  list  of  words  were  used.  Children  of  several  schools 
compared.  The  writers  believe  that  the  superiority  of  one  school  in  these  tests 
was  due  to  its  curriculum  and  method  of  work  which  were  "shot  through  and 
through   with    social   motives,   values   and    ideals." 

412.  Bourdon,  B.     Influence  de  I'age  sur  la  memoire  immediate.     Revue  Phil., 

1894,  38,  148-167. 

100  students  ranging  in  age  from  8  to  20  years  were  tested.  Number,  letter  and 
word  series  used.  Relationship  between  immediate  memory  and  teachers'  esti- 
mates of  intelligence   studied. 

413.  Bowler,  A.  C.     The  Trabue   Completion  Test  as   Applied  to  Delinquent 

Girls.    J.  of  Exp.  Psychol.,  1916,  1,  533-539. 

By  the  application  of  Trabue's  original  list  of  256  girls  a  "practical  graded  series 
short   enough   to    be   completed    in   fifteen    or   twenty   minutes"   was   obtained. 

414.  Bowler,  A.  C.     A  Picture   Arrangement   Test.     Psychol.   Clin.,   1917,    11, 

37-54. 

Among  the  advantages  of  the  test  are  the  following:  Its  power  to  hold  the  at- 
tention, its  independence  of  "school  learning,"  its  eliminaiton  of  the  need  of 
language  on  the  part  of  the  subject  and  of  the  personal  equation  on  the  part  of 
the   examiner. 

415.  Boyd,  W.     Definitions  in  Early  Childhood.     Child  Study,   1914,  7,  66-70. 

Report  of  an  investigation  carried  on  with  the  author's  little  girl.  Binet's  test, 
supplemented  by  many  others  devised  by  the  author,  was  used.  Insists  "on  a 
different  interpretation"  of  the  results  of  the  definition  test  than  that  usually 
given. 

416.  Bradford,  E.  J.  G.     A  Psychological  Analysis  of  School  Grading.     J.  of 

Exp.    Ped.,    1913-14,   2,   431-440. 

Two  groups  used,  one  demanding  analysis  of  visual  forms,  the  second  being  tests 
of  association  and  memory.  Correlations  of  the  tests  with  each  other,  of  the 
groups  with  each  other  and  of  the  groups  and  individual  tests  with  school  grades 
studied. 

417.  Brigham,  C.  C.     Two  Studies   in   Mental  Tests:    I.   Variable   Factors  in 

the   Binet  Tests.     II.   The   Diagnostic   Value   of  Some   Mental   Tests. 
Psychol.  Monog.,  1917,  24,  No.  1.     Pp.  254.  See  No.  173. 

418.  Bronner,   A.    F.     "Construction    Test    A"    of    the    Healy-Fernald    Series. 

Psychol.  Clin.,  1916-17,  10,  40-44. 

Summary  of  the  results  in  the  Psychopathic  Institute  of  the  Juvenile  Court  of 
Chicago,  and   a  criticism  of  the  Bruckner-King  investigation. 

419.  Bronner,  A.   F.     The   Psychology   of   Special   Abilities   and    Disabilities. 

Boston:    Little-Brown,  1917.     Pp.  269. 

The  chapter  on  Differential  Diagnosis  enumerates  and  discusses  "tests  available 
for  the  study  of  various  mental  processes."  The  book  offers  a  program  for  at- 
tacking  problem   cases   and    illustrates   methods   by    selected    case-studies. 

420.  Bruckner,    L.,    and    King,    I.      A    Study    of    the    Fernald    Form-Board. 

Psychol.  Clin.,  1915-16,  9,  249-257. 

The  test  given  to  90  8-year-old  children  and  59  10-year-old  children  and  studied 
with  respect  to  time  taken,  method  and  form  of  solution  used,  correlation  with 
school  progress  and  with  Courtis  tests.  It  is  said  to  have  diagnostic  value  only 
when  used  as  one   of  a   series  of  tests. 

43 


421.  Burt,    C.      Experimental    Tests    of    General    Intelligence.      Brit.    J.    of 

Psychol.,    1909,   3,   94-177. 

An  attempt  to  deterniine  whether  the  higher  mental  functions  would  not  show 
closer  connection  with  "General  Intelligence"  than  was  shown  by  simpler  mental 
functions,  such  as  sensory  discrimination  and  motor  reaction,  with  which  previous 
investigations  have  been  so  largely  engrossed.  Half  of  the  article  is  given  to  a 
detailed  discussion  of  the  apparatus,  technique,  and  results  of  each  of  the  twelve 
tests  employed.  Six  of  these  are  tests  of  the  simpler  mental  functions  and  six 
of  the  higher.  The  correlations  of  the  former  with  estimated  intelligence  were 
in  all  cases  below  0.50,  and  of  the  latter,  above  0.50.  Of  the  4.^  subjects,  thirteen 
came  from  homes  of  "men  of  eminence  in  the  intellectual  world";  thirty  from  the 
homes  of  fairly  well-to-do  tradesmen.  With  but  two  exceptions,  touch  and  weight 
discrimination,  tests  which  yield  the  lowest  correlations  with  intelligence,  the 
former  were   found   superior. 

422.  Burt,    C.      Experimental    Tests    of    Higher    Mental    Processes    and    their 

Relation  to  General  Intelligence.     J.  of  Exp.  Ped.,  1911,  1,  93-112. 

Using  the  Alphabet  Finding  test  as  the  criterion,  an  attempt  is  made  to  elab- 
orate tests  which  yield  higher  'correlations  with  intelligence.  Twelve  tests, 
including  the  criterion  test,  are  described.  Of  these,  five  are  found  which  are 
superior  to  it  in  reliability  and  correlation  with  intelligence  and  which  are  tests 
of  "the  power  of  thinking;  that  is,  the  power  to  understand  or  reason."  Under 
the  title  "Secondary  Problems,"  the  effect  on  the  test  results  of  sex,  social 
status,    training   of    the    experimenter,    etc.,    is    studied. 

423.  Burt,  C,  and  Moore,  R.  C.     The  Mental  Differences  between  the  Sexes. 

J.  of  Exp.  Ped.,  1911,  1,  273-284,  355-388. 

The  aim  of  these  investigations  is  "to  isolate,  by  means  of  experiment,  the  in- 
born mental  differences  between  the  sexes  from  those  acquired."  They  review 
the  work,  not  only  of  those  authors  who  approach  the  problem  from  their  own 
standpoint  of  psychological  experimentation,  but  also  of  those  who  approach  it 
from  the  biological,  sociological  or  historical  standpoint.  Experiments  on  chil- 
dren from  12.5  to  13.5  years  of  age  give  them  the  major  portion  of  their  results, 
but  their  more  important  tests  were  repeated  on  children  of  other  ages  and  upon 
adults  and  upon  children  and  adults  of  different  social  status  and  nationality. 
They  find  "a  high  correlation  between  the  size  of  sex-differences  and  the  sim- 
plicity of  the  capacities  compared."  Their  main  conclusion  is  that  "innate  sex 
differences    of    mental    constitution    are    astonishingly    small." 

424.  Burtt,   H.   E.     Professor    Miinsterberg's   Vocational    Tests.     J.    of    .\ppl. 

Psychol.,   1917,   1,  201-213. 

Work   begun    by    Professor   Miinsterberg  completed   and   supplemented. 

425.  Calfee,  M.     College  Freshmen  and  Four  General  Intelligence  Tests.     J. 

of  Educ.   Psychol.,   1913,  4,  223-231. 

The  tests  used  were  card-dealing,  card  alphabet  sorting  and  mirror  tracing.  Cor- 
relations  and   sex   differences   studied. 

426.  Calkins,   M.   W.     Community   of   Ideas   of   Men    and    Women.      Psychol. 

Rev.,  1896,  3,  426-430. 

A  criticism  of  Dr.  Jastrow's  investigation.  It  is  based  on  a  repetition  of  his  ex- 
periment without  the  change  in   method  used  in  Never's  investigation. 

427.  Carey,   N.     Factors   in    the    Mental    Processes    of    School    Children.      I. 

Visual  and  Auditory  Imagery.     II.  On  the  Nature  of  Specific  Mental 
Factors.      III.    Factors    Concerned    in    School    Subjects.      Brit.    J.    of 
Psychol.,  1915,  7,  453-473;   1915,  8,  70-92;   1916,  8,  170-182. 
See  No.  23. 

'  The   question   of  a   "general   factor"   in  mental   performances   is   the   chief  considera- 

tion. With  the  tests  the  evidence  is  not  clear,  but  in  the  school  work  there  is  an 
indication  of  a  general  factor  which  is  complicated  by  the  existence  of  other 
factors. 

.      44 


428.  Carley,  L.  A.     Mental  Tests  and  Practical  Judgment.     J.  of  Crim.  Law 

and    Criminol.,    1915,   6,  249-259. 

Compares  delinquent  individuals  with  normal,  and  white  delinquents  with 
colored.  Compares  results  of  tests  with  judgments  of  the  heads  of  departments 
in    the    reformatory. 

429.  Carpenter,  D.  F.     Mental  Age  Tests.     J.  of  Educ.  Psychol.,  1913,  4,  538- 

544. 

A   study  of  age  differences  by  the  use  of  the  Squire  tests. 

430.  Cattell,  J.  M.,  and  Farrand,  L.     Physical  and   Mental  Measurements  of 

the  Students  of  Columbia  University.     Psychol.  Rev.,  1896,  3,  618-648. 

"Our  chief  object  in  the  present  paper  is  the  description  and  discussion  of  methods 
rather  than  the  communication  of  results,  but  we  give  the  averages  secured  from 
100  students."  The  psychological  tests  included  reaction  time,  perception  of  time 
and    space,   and   memory. 

431.  Cattell,  J.     Experiments  on    the   Association   of    Ideas.      Mind,    1887,   12, 

68-74. 

Controlled   association    series   classified    and    studied.     Two    subjects. 

432.  Cattell,  J.  M.,  and  Bryant,  S.     Mental  Association   Investigated  by   Ex- 

periment.     Mind,    1889.    14,   230-244. 

Tabulated  lists  of  frequency  derived  from  association  tests  are  tirst  found  in  this 
investigation. 

433.  Cattell,  J.  M.     Mental  Tests  and  Measurements.     Mind,  1890,  15,  373-380. 

'1  esis   described   but   no   results  of  their   use   given. 

434.  Chambers,    W.    G.      Memory    Types    of    Colorado    Pupils.      J.    of    Phil., 

Psychol,  and  Sci.  Methods,  1906,,  3,  231-234. 

Grade  pupils  and  normal  juniors  tested.  A  study  of  sex  and  age  differences  in 
auditory    and    visual    memory-span    for    digits. 

435.  Chambers,   W.   G.     Individual    Dififerences   in    Grammar    Grade    Children. 

J.  of  Educ.  Psychol.,  1910,  1,  61-75. 

I'hysical.   psychological    and  pedagogical    tests   used. 

436.  Chapman,  J.  C.     Individual  Dififerences  in  Ability  and  Improvement  and 

their    Correlations.      New    York:     Columbia    Univ.,    Teachers    College 
Contrib.  to  Educ,  1914,  No.  63.     Pp.  45. 

By  giving  12  subjects  ten  trials  in  each  of  five  tests  a  measure  of  initial  efficiency 
and    iniprovability    was    obtained. 

437.  Chase,  H.   W.     Work  with    the    Backward   and   Subnormal    in    the    Chil- 

dren's  Institute.     Ped.   Sem.,   1910,   17,  189-203. 

A  brief  discussion  of  the  kind  of  psychological  tests  to  be  used.  The  actual 
work    done    illustrated    by    three    case    studies, 

438.  Chassel,   L.   M.      Tests   for    Originality.      J.    of    Educ.    Psychol.,    1916,    7, 

317-328. 

Twelve  selected  tests  were  applied  to  100  university  studetits  and  to  one  inventor  of 
international    reputation. 

439.  Claparede,  E.     Developpement    (age)    et    Aptitude.     Extrait   du    Bulletin 

de  la  Societe  pedagogique.     Genevoise,   Mars,   1916. 

Tests   to   measure    individual    aptitude. 

440.  Cohn,  J.,  und  Dieffenbacher,  J.     Untersuchungen  uber  Geschlecht-Alters 

und    Begabungs-Unterschiede    bei    Schiilern.      Beiheften    zur    Zsch.    f. 
angew.  Psychol.,  1911,  Heft  2.     Pp.  213. 

45 


441.  Collins,  E.  R.     The   Correlation  of  Secondary  School   Grades  with   Cer- 

tain   Standard    Mental    Tests    as    Evidence    of    General    Intelligence. 

Bull,  of  the  State  Normal  School,  Moorhead,  Minn.,  1914,  10,  No.  4. 
The    standard    tests    were    those    of    sense    discrimination,    attention,    perception, 
memory,   association   and   motor  control.     An  extensive    study. 

442.  Conway,  C.  E.     Performance   Norms   for  Thirteen  Tests.     The    Capitol, 

Albany,    N.    Y.,    Eugenics    and    Social    Welfare    Bull.,    No.    8,    1917. 
Pp.  142. 

The  second  contribution  of  the  Bureau  of  Analysis  and  Investigation  to  the 
standardization  of  mental  tests.  757  children  were  tested.  314  of  these  were 
normal  public  school  children,  all  of  whom  were  at  age  for  their  grades.  The 
rest    were    from   four    orphan    asylums    and   unselected. 

443.  Cornell,  C.  B.     A  Graduated  Scale  for  Determining  Mental  Age.     J.   of 

Educ.  Psychol.,  1917,  8,  539-549. 

Scale  consists  of  nine  tests  for  which  norms  have  been  established  for  the  ages 
6  to   14  on  the  basis  of  45  children  for  each   age   studied. 

444.  Coxe,  W.  W.     The  Woolley  Tests  Applied  to  a  Pre-vocational  Class  of 

Boys.     School  Rev.,  1916,  24,  521-532. 

The  class  was  composed  of  retarded  boys  from  the  public  schools  of  Chicago,  14  to 
17  years  of  age,   none  of  whom  had   completed   the  eighth  grade. 

445.  Dana,  C.  L.     Mental  Tests.     Med.  Rec,  1913,  83,  1-10.  See  No.  27. 

446.  Dearborn,  W.  F.,  Anderson,  J.  E.,  and  Christiansen,  A.  O.     Form  Board 

and    Construction    Tests    of    Mental    Ability.      J.    of    Educ.    Psychol., 
1916,  7,  445-458. 

Describes   eight    tests   which    the   authors   hope    to   use    as   part   of   a    scale. 

447.  Dearborn,  W.  F.,  and  Brewer,  J.  M.     Methods  and   Results  of  a   Class 

Experiment   in    Learning.     J.   of   Educ.   Psychol.,    1918,  9,  63-82. 

Substitution  test  based  on  the  code  test  of  the  Healy-Fernald  series.  General 
principles   illustrated   by  the  experiment. 

448.  Decroly,    O.,    and    Degand,    J.      Tests    Bearing   on    the    Early    Ideas    of 

Number    and    Quality.      Tr.    and    abridged    by    T.    G.    Tibbey.      Child 
Study,  1913,  6,  125-127. 

17  tests  for  use  with  children  from  2  to  5  described. 

449.  Decorly,  O.     fipreuve  nouvelle  pour  I'examen  mental  et  son  application 

aux  enfants  anormaux.      Extrait  du   Bull,   de   la   Soc.  d'Anthropologie 
de  Bruxelles,  1913,  32.     Pp.  25. 

Test  of  "practical  logic"  which  can  be  carried  out  with  little  or  no  use  of 
language.     A   picture   arrangement   test. 

450.  Descoeudres,  A.     Exploration   de   quelques   tests   d'intelligence   chez   des 

enfants  anormaux  et  arrieres.  Arch,  de  Psychol.,  1911,  11,  351-375. 
14  backward  and  abnormal  children  ranging  in  age  from  6  to  14  years  were 
placed  under  observation  and  their  rank  in  intelligence  estimated.  They  were 
then  given  15  tests,  6  of  them  Binet  tests,  and  each  child  given  a  rank  in  each 
test  and  a  summation  rank  in  all  the  tests  taken  together.  .\I1  the  correlations 
with    estimated    intelligence    high. 

451.  Dockerill,  W.   H,  A.,  and  Fennings,  A.  J.     .\  New   Test   of   Reasoning. 

J.  of  Exp.  Ped.,  1914,  2,  356-361. 

The  test  consists  in  giving  an  illustration  and  the  meaning  of  each  of  ten 
proverbs. 

452.  Doll,  E.  A.     The  .\-test  with  the  Feeble-Minded.     Training  School  Bull., 

1913,  10,  49-57. 

An  attempt  to  analyze  the  A-test  "as  a  mental  test  and  as  a  means  of  study 
in  the  psychology  of  defectives."  250  children  examined  with  a  total  of  479 
examinations. 

A6 


453.  Doll,  E.  A.     The  DeMoor  Size  Weight  Illusion.     Training  School  Bull., 

1913,  9,  145-149. 

An  attempt  to  evaluate  this  illusion  as  a  diagnostic  test.  The  subjects  were  345 
feebleminded    children. 

454.  Doll,  E.  A.     The  Maze  Test  with  the  Feeble-Minded.     Training  School 

Bull.,  1914,  11,  63-65. 

A  motor-coordintaion  test.  23i  mentally  defective  children  ranging  in  age  from 
1    to    11    years    tested. 

455.  Doll,  E.  A.    The  Painted  Cube  Construction  Test.     J.  of  Educ.  Psychol., 

1917,  8,  176-178. 

When  first  employed,  this  test  was  given  verbally,  without  apparatus.  This 
article  gives  suggestions  for  its  use  as  a  "manual-intellectual  construction  test" 
with   concrete   material. 

456.  Doll,  E.  A.     I'orm  Board  Speeds  as  Diagnostic  Age  Tests.    J.  of  Psycho- 

Asthen..    1916,  20,  53-62. 

"The  purpose  of  the  present  study  was  to  see  if  form  board  speeds  could  be  used 
as  diagnostic  age  tests,  according  to  the  per  cent,  passing  at  given  ages  for  given 
speeds."  Based  on  the  records  of  almost  800  feebleminded  individuals.  "Diagnostic 
norms  may  be  established  on  the  basis  of  approximately  75  per  cent,  passing  at 
given    standard   speeds." 

457.  Dunham,  F.  L.    The  Arrow  Board.     An  Adult  "Form-Board"  Test.     Ped. 

Sem.,  1916,  23,  283-289. 

99  high  school  boys  and  85  high  school  girls  ranging  in  age  from  IS  to  18  years. 
Test    described    and    results    given    in    tables. 

458.  Eastm:an,  F.  C,  and  Rosanoff,  A.  J.     Association  in   Feeble-Minded  and 

Delinquent  Children.     Amer.  J.  of  Insan.,  1912.  69,  125-141. 

The  same  standardized  method  employed  as  in  "A  Study  of  Association  in 
Insanity." 

459.  Ebbinghaus,  H.     Ueber  eine  neue  Methode  zur  Pritfung  geistiger  Fahig- 

keiten    und    ihre    .^nwendung    bei    Schulkindern.      Zsch.    f.    Psychol., 
1897,  13,  401-459. 

The  author  was  the  inventor  of  the  completion  test  method.  He  calls  it  a  "real 
test    of    intelligence." 

460.  Ellis,    F.    W.,    and   Bingham,    A.    T.      Report    of    Mental    Examinations. 

Reprint  from  7th  Annl.  Rept.  of  N.  Y.  Prob.  and  Prot.  Assoc,  Sept., 
1915. 

Describes   Neurological   Institute  Mental  Tests   and  gives  representative   cases. 

461.  Engelsperger,  A.,  und  Ziegler,  O.     Beitrage  zur  Kenntnis  der  physischen 

und  psychischen   Natur  des  Sechsjahrigen  in  die   Schule  eintretenden 
Kinder.     Exp.  Pad.,  1905,  1,  173-235;  2,  29-95. 
Investigated   200  children   in   Munich. 

462.  English,  H.  B.     An   Experimental  Study   of  Mental   Capacity  of  School 

Children,   Correlated   with   Social   Status.      Psychol.    Monog.,    1917,   23, 
266-331. 

14  tests  were  applied  to  37  children  of  English  professional  and  upper  middle  class 
and  to  31  of  the  lower  middle  class  and  the  better  class  of  trades  people.  In  ail 
save  tests  of  rapid  movement,  the  children  of  the  "better  class"  were  strikingly- 
superior. 

463.  Fergfuson,    G.    O.      The    Psychology    of    the    Negro.      An    Experimental 

Study.     Arch,  of  Psychol,  1916,  No.  36.     Pp.  138. 

Extensive  comparative  tests  of  negro  and  white  children.  Twenty-five  pages  given 
to  review   of   work    already   done. 

47 


464.  Fernald,  G.  G.     An  Achievement  Capacity  Test.     A  Preliminary  Report. 

J.  of  Educ.   Psychol..  1912.  3,  331-336. 

A  test  of  "persistence  nr   spunk." 

465.  Ferrari,  G.  C.     Dei  Mezzi  practici  per  I'esame  digli  alienati  nei  Manisomi 

e  nelle  Cliniche  .A.tti  del  X"  Congresso  della  "Societe  Freniatrica 
Italiano."  Napoli,    1899. 

Proposed  a   series  of  46  questions   for  workers   in   the   field  of   iiuiiviilual   psychology. 

466.  Francia,    G.,    e    Ferrari,    G.    C.      L'esame    psicologico    sonimario    dei    de- 

ficienti.     Riv.  de  psicol.,  1912,  8,  269-288. 

Replies  to  lliroiid's  criticism  and  analyzes  her  report  in  Hull.  Soo.  lilire  Etude 
Psychol,    de   I'Enfant    1911,   Vol.    II. 

467.  Franz,  S.  I.     Handbook  of  Mental    Examination   Methods.     New   York: 

Nervous  and  Mental  Disease  Monog.  Series,  1912.     Pp.  165. 

Describes   tests   and    outlines    the   procedure   for  them. 

468.  Galton,    F.      Supplementary    Notes    on    "Prehension"    in    Idiots.      Mind. 

1887,  12,   79-82. 

Tested    the   memory    span    for   digits   of   feebleminded   children. 

469.  Garbini,  A.     Evoluzione  del  Senso  Cromatico  nella  Infanzia.     .\rch.  per 

I'antrop.  e   la   etnol.,  Vol.  24,   71-98,    193-220. 

600    Italian    school    children    tt-.'ited    for   their   ability    to    name    colors. 

470.  Gassmann,  E.,  und  Schmidt,  E.     Das  Nachsprechen  von  Satzen  in  seiner 

Beziehung  zur  Begabung.  Experimentelle  Untersuchungen  iiber  den 
sprachlichen  Aufifassungsumfang  des  Schulkindes.  (Wiss.  Beitr.  z. 
Pad.  u.  Psychol.,  Heft.  3.)     Leipzig:    Quelle  u.  Meyer    1913.     Pp.  101. 

An    intensive   study   of  one    test,    the   memory    for   sentences. 

471.  Gates,  A.  I.     Correlations  and   Sex   Diflferences  in    Memory   :ind  Substi- 

tution.    Univ.  of  Calif.  Publ.  in  Psychol.,  1916.  1,  245-250. 

197    students    in    elementary   psychology    were   tested. 

472.  Gates,  A.   I.     The   Mnemonic   Span    for    \  isual    and    Auditory   Digits.      J. 

of  Exp.   Psychol.,   1916,   1,  393-403. 

One  purpose  of  the  work  was  to  find  the  e.xact  memory  span  of  a  number  of 
individuals.      About    165    college    students    underwent    the    tests. 

473.  Gates,  A.  I.     Experiments  on  the  Relative  Efficiency  of  Men  and  Women 

in  Memory  and  Rea.'^oning.  Psychol.  Rev..  1917,  24,  139-146. 
See  No.  473. 

474.  Gates,   A.   I.      Variations    in    Efficiency    During    the    Day,    Together   with 

Practice  Effects,  Sex  DilTerences  and  Correlations.  Univ.  of  Calif. 
Publ.  in  Psychol.,  1916,  2,  1-156. 

475.  Gates,    A.    I.      The    Abilities    of    an    Expert    Marksman    Tested    in    the 

Psychological  Laboratory.     J.  of  Appl.  Psychol.,  1918,  2,  1-14. 

Tests  used  to  determii'e  "in  what  respects  his  (an  expert  marksman)  superiority 
over  the  marksman  of  average  or  inferior  ability  was  to  be  found."  Ten  labora- 
tory students  were   tested   as  controls. 

476.  Giese,    F.      Die    Dreiwortmethode    bei    Intelligenzpriifungen.       Zsch.     f. 

pad.   Psychol..    1913,  14,  524-534,  550-555. 

fmprovements,    corrections   and    conclusions.     .Sex    diflferences    studied. 

477.  Gilbert,  J.  A.     Researches  on  the  Mental  and   Physical    Development  of 

School  Children.     Yale  Psychol.  Studies,  1894,  2,  40-100. 

A  pioneer  work  in  the  measurement  by  tests  of  the  menial  processes  of  school 
children.      Relation    of   tests    to    general    ability    as    estimated    by    teachers    studied. 

48 


478.  Giroud,  A.     fitude  d'un   precede  nouveau  pour  la   mesure   dii 'niveau  in- 
''  tellectuel.      Bull.    Soc.    libre    fitude    psychol.    de    I'Enfant.,    1911,    11, 

156-169.  •-■"^''' 

The  use  of  46  questions  proposed  by  Francia  and  Ferrari,  with  children  7  to 
12  years  of  age.     A   critical   discussion   and  results  for  each  age. 

479.  Giroud,  A.     La  suggestibilite   chez   des  enfants  d'ecole   de    sept  a  douze 

ans.    Annee  psychol.,  1912,  18,  362-388. 

Found   a  gradual   decrease  in   "yields"   with   age. 

480.  Goett,  T.     Assoziationsversuche   an   kindern.      Zsch.   f.    Kinderheilkunde, 

1911,  1,  241-345. 

Mentally  abnormal  children  compared  with  normal  by  use  of  free  association 
tests.    Lists   of   100  stimulus   words   used. 

481.  Goddard,  H.  H.     The  Form  Board  as  a  Measure  of  Intellectual  Develop- 

ment in  Children.     Training  School  Bull.,  1912,  9,  49-52. 

The  Goddaard  modification  of  the  Norsworthy  form-board.  .\.  table  and  a  graph 
present   results   obtained    with   271    normals   and  420  defectives. 

482.  Goddard,  H.  H.     The   Adaptation    Board   as  a    Measure   of   Intelligence. 

Training   School    Bull.,    1915,    11,    182-188. 

"A  very  satisfactory  and  remarkable  diagnostic  test  for  eight  years."  Description 
of  the  test,  technique  for  administering  it,  and  tables  of  norms. 

483.  Goddard,  H.   H.     Mental  Tests  and  the   Immigrant.     J.   of  Delinq.,   1917, 

2,   243-277. 

In  this  investigation  "tentative  diagnosis  of  mental  level"  was  established  by  the 
Binet  scale.  Other  tests  were  used  to  "modify  this  diagnosis  to  the  extent  of 
their   number  and  validity.'' 

484.  Gordon,   K.     A  Study   of  an    Imagery   Test.     J.    of   Phi!.,    Psychol,    and 

Sci.  Methods,  1915,  12,  574-579. 

Fernald's  spelling  backward  test  tried  out  on  25  adults  and<25  children.  The  intro- 
spections of  the  subjects  studied.  Distributions  of  time  of  performance  are  nomal 
for   children    and    skewed    for    adults. 

485.  Gordon,  K.     Some  Tests  on  the  Memorizing  of  Musical  Themes.     J.  of 

Exp.   Psychol.,    1917,  2,  93-99. 

Compared   with  memory  for   nonsense   syllables. 

486.  Goudge,  M.     A  Simplified  Method  of  Conducting  McDougall's  Spot  Pat- 

tern Test.    J.  of  Educ.  Psychol.,  1915,  6,  73-84. 

A  laboratory  experiment  with  seven  adult  subjects.  The  use  of  simpler  method 
justified. 

487.  Gould,   R.   L.     Manual    Accuracy    in    Prevocational    School    Boys.     J.    of 

Educ.  Psychol.,  1917,  8,  439-441. 

Three  tests  were  given  at  the  beginning  and  end  of  a  school  year  in  an  attempt 
to  determine  whether  shop  practice  produces  any  change  in  general  manual 
accuracy. 

488.  Gray,  C.  T.     A  New  Form  of  Substitution  Test.     J.   of  Educ.   Psychol., 

1913.  4,  293-297. 

The  article  calls  "attention  to  a  form  of  the  substitution  test  which  may  be  used 
for  testing  a  higher  type  of  learning  than  that  involved  in  most  forms  already 
adopted."      The    test   was   suggested   by   a   wig-wag  signalling   code. 

489.  Gregor,  A.     Untersuchungen   iiber   die   Entwicklung  einfacher   logischer 

Leistungen.     Zsch.  f.  angew.  Psychol.,  1915,  10,  339-451. 

Children  and  adults  tested  as  to  their  ability  to  define  various  concrete  and 
abstract  terms. 

490.  Gwyn,  M.  K.     The  Healy   Puzzle    Picture   and   Defective   Aliens.     Med. 

Rec,    1914,   85,    197-199. 

22    feebheminded    aliens   tested    and    the    results   given    in   tabulated   form. 

49 


491.  Haberman,  J.   V.     Intelligence   Examination  and   Evaluation  and   a   New 

Intelligence  Examination  Sheet.  J.  of  Amer.  Med.  Assoc,  1915,  65, 
399-404. 

A   preliminary    report    dealing   with   a    new   outline   of   tests,    based   on   Ziehen's    test 
•  series,   hut  modified   and   increased   as   a   result  of  work   in    the   author's  clinic.     Ad- 
verse  criticism   of   the   Binet    scale.     Laments   the    lack   of   medical    students   special- 
izing  ill    mental    abnormalities. 

492.  Haberman,    J.    V.      The    Intelligence    Examination    and    Evaluation.      A 

Study  of  the  Child's  Mind.  Psychol.  Rev.,  1916,  23,  352-379,  484- 
500. 

.\  detailed  explanation  of  the  author's  "method  of  examination  and  evaluation  by 
means   of   the  tests   and   test   sheet." 

493.  Haines,  T.  H.     Diagnostic  Value  of  Some  Performance  Tests.     Psychol. 

Rev.,  1915,  22,  299-305. 

Twelve  tests  were  used,  including  some  of  the  Healy-Fernald  tests,  two  verbal 
memory  tests,  a  learning,  an  opposites,  a  completion,  and  a  motor  coordination 
test  and  a  moral  discrimination  test.  The  subjects  were  63  girls  of  the  Ohio 
Girls'   Industrial    School,   who   had   been   given   Binet   and    Point   scale  ratings. 

494.  Hall,    G.    E.      Report    on    the    Standardization    of    Eleven    Mental    Tests, 

Chiefly  from  the  Healy-Fernald  Series  Standardized  by  the  N.  Y. 
Bureau  of  Analysis  and  Investigation.  48.  Annl.  Rept.  State  Bd.  of 
Char..   1914. 

495.  Hall,  G.   E.     Reports  on  52  Border-line   Cases   in   the   Rome  State   Cus- 

todial Asylum.  N.  Y.  State  Bd.  of  Char.,  Eugenics  and  Social  Wel- 
fare  Bulletins  4  and  6,   1915. 

496.  Hardwick,  R.  S.     Program  and   Directions  for  the   Mental    Examination 

of  Asocial,  Psychopathic,  and  Doubtful  Subjects.  Boston  Med.  and 
Surg.  J.,  1915,  172,  817-821,  861-865,  906-910,  935-939. 

The  writer's  special  proljlem  was  the  organizing  of  tests  to  supplement  the  Yerkes 
point  scale.  In  the  last  part  (935-939)  the  author  attempts  to  classify  the  tests  of 
the  Point  Scale,  of  the  Binet  and  Knox  scales,  the  Healy  tests  and  a  group  of 
miscellaneous  tests   "with   respect   to  the   mental    functions    involved." 

497.  Healy,  W.,  and  Fernald,   G.   M.     Tests   for   Practical    Mental    Classifica- 

tion.    Psychol.  Monog..  1911,  13,  No.  2.     Pp.  53. 

The  20  tests  here  described  were  developed  during  two  years'  work  in  the  Juve- 
nile   Psychopathic    Institute    of   Chicago. 

498.  Healy,   W.      A    Picture    Completion   Test.      Psychol.    Rev.,    1914.  21,    189- 

203. 

A  dcscri|)lion  of  the  test  with  a  discussion  of  norms  for  seven  groups  of 
individuals. 

499.  Heilbronner,    K.      Zur    klinisch-psychologischen    Untersuchungstechnik. 

Monatssch.  f.  Psychiat.  u.  Neurol.,  1905,  17,  115-132. 

Used  a  picture  test  which  (according  to  Stern)  examines  ability  to  complete  in 
the    sphere    of    vision. 

500.  Henderson,  E.  N.    A  Study  of  Memory  for  Connected  Trains  of  Thought. 

Psychol.    Monog.,    1903,    5.      Pp.    87. 

.•\n   extensive   study   of   several    logical   memory    tests. 

501.  Hentschel,  M.     Die  Gedachtnisspanne.     Zsch.   f.  pad.    Psychol.,   1912,  13, 

562-579. 

31  special  class  children  and  24  normal  children  studied.  Series  of  consonants 
used. 

502.  Heymans,   G.,   und    Brugmans,    H.   J.    T.   W.      Intelligenzpriifungen    mit 

Studierenden.    Zsch.  f.  angew.  Psychol.,  1913.  7,  317-331.        See  No.  233. 

50 


503.  Hollingworth,   H.   L.      Influence   of   Caffein   on   Mental   and   Motor    Effi- 

ciency.    Arch,   of  Psychol.,   1912,  No.  22.     Pp.   166. 

The  tests  employed  were:  The  color  naming  opposites,  calculation,  size-weight, 
cancellation,    choice-reaction,    steadiness,    tapping,    and    three    holes    tests. 

504.  Hollingworth,  H.  L.     Specialized  Vocational  Tests  and  Methods.     School 

and   Soc,   1915,  1,  918-922.  See   No.  47. 

505.  Hollingworth,  H.  L.    Articulation  and  Association.    J.  of  Educ.  Psychol., 

1915,  6,  99-105. 

The  correlation  method  used  to  investigate  the  effect  of  speed  of  articulation  on 
association  reaction  times.  11  men  and  8  women,  ranging  in  age  from  18  to  J3, 
given  100  trials  each  in  color  naming  test  and  the  opposites  test.  Afterwards 
they  were  given  typewritten  lists  of  the  responses  to  those  tests  and  their  times 
for  reading  these  aloud  taken.  "The  women  are  clearly  quicker,  both  in  asso- 
ciation   time    and    in   reading   and   articulation    time." 

506.  Hollingworth,    H.    L.,    and    PofFenberger,    A.    T.      Applied    Psychology. 

New  York:  Appleton,   1917.     Pp.  2>?>7 .  See   No.  50. 

507.  Huey,  E.  B.     Backward  and  Feeble-Minded  Children.     Baltimore:    War- 

wick and  York,  Educ.  Psychol.,  Monog.,  1912.     Pp.  221.        See  No.  54. 

508.  Humpstone,  H.  J.     Some  Aspects  of  the  Memory  Span  Test.     A  Study 

in    Associability.       Philadelphia:     The     Psychol.     Clinic     Press,     1917. 
Pp.  31. 

'The  purpose  of  this  experiment  was  to  see  how  the  memory  span  could  be  em- 
ployed for  diagnostic  purposes."  About  3,300  subjects — grammar  school  pupils, 
trades  school  boys  and  college  students — were  tested  for  their  memory  span  for 
digits. 

509.  Ide,   G.   G.     The   Witmer    Forniboard  and    Cylinders   as    Tests   for    Chil- 

dren Two  to  Six  Years  of  Age.     Psychol.  Clin.,  1918,  12,  65-88. 

Conclusions  with  regard  to  (1)  "the  age  level  of  these  tests,"  (2)  "their  clinical 
value,"  (3)  "the  earliest  passing  age,"  (4)  "analytic  determination  of  the  causes 
of  failure"  and  (5)  "the  value  of  their  employment  as  tests  of  educahility." 
Case   studies. 

510.  Jacobs,  J.     Experiments  in  Prehension.     Mind,  1887,  12,  75-79. 

Age  differences   in   "span    of  prehension"   for  digits,   nonsense   syllables  and   letters. 

511.  James,   B.   B.     Correlations    of    Mental    Tests    and    Scholarship.      School 

and  Soc,  1918,  7,  238-239. 

Five  tests  given  at  the  beginning  of  the  school  year.  The  author  concludes  that 
a  teacher  may  get  a  knowledge  of  his  pupils  "which  will  make  the  rest  of  the 
semester's   work    easier    for   him    and    more    satisfactory    to   all    concerned." 

512.  Jastrow,   J.      A    Statistical    Study    of    Memory    and    Association.      Educ. 

Rev..   1891,  2,  442-452. 

About  70  university  students  and  100  freshmen  and  junior  high  school  students 
were  tested  for  free  association,  one  reaction  word  being  required  for  each  of 
ten  stimulus  words;  after  48  hoiars  they  were  tested  for  their  memory  of  the  re- 
action words  first  unaided  and  then  aided  by  the  presence  of  the  stimulus  words. 
Sex  differences  are  studied,  the  results  obtained  from  the  school  students  corrob- 
orating   those    obtained    with    university    students. 

513.  Jastrow,  J.     A  Study  in  Mental   Statistics.     New   Rev.,    1891,  5,  559-568. 

A  study  of  sex  differences  by  means  of  the  free  association   test. 

514.  Jastrow,  J.     Community  of  Ideas   of   Men   and  Women.     Psvchol.  Rev., 

1896,   3,  68-71. 

An    answer   to   Nevers'   criticism    (Psychol.    Rev.    1895,   2,   363-367). 

515.  Jastrow,    J.      A    Sorting    Apparatus    for    the    Study    of    Reaction-Times. 

Psychol.  Rev.,  1898,  5,  279-285. 

Description    of    the    avithor's    card-sorting    apparatus. 

51 


516.  Jeffrey,  G.  R.     Some  Obesrvations  on  the   Use  of  the  'Reckoning  Test' 

in  School  Children.     J.  of  Exper.  Fed.,  1911,  1,  392-396. 

Professor  Maloney's  modification  of  Kraepelin's  Test.  9  boys  and  9  girls,  11  years 
of  age,  each  sex  being  divided  into  three  groups,  bright,  average,  and  dull,  tested 
for  fifteen  minutes  on  five  consecutive  days.  Sex  differences  and  improvability 
studied. 

517.  Johnson,    G.    E.      Contribution    to    the     l^sychology    and    Pedagogy    of 

Feeble-Minded  Children.     Fed.  Sem.,  1894,  3,  246-301.  See  No.  58. 

518.  Johnson,  R.  H.,  and  Gregg,  J.  M.     Three  New  Psychometric  Tests.     Fed. 

Sem.,  1912,  19,  201-203. 

An   altempl   to   find    tests   for    the   adolescent    level. 

519.  Jones,   E.    S.     The   Woolley   Test   Series   Applied    to   the    Detection    of 

Ability  in  Telegraphy.     J.  of  Educ.  Psychol.,   1917,  8,  27-34. 

A  study  in  correlation  carried  out  at  the  Cincinnati  Vocational  Bureau.  "The  type 
of  ability  demanded  in  telegraphy  seems  to  be  fairly  highly  correlated  with  ability 
as  measured  by  certain  of  the  psychology  tests."  .Six  of  them  pooled  together  cor- 
related 0.81   with  ability  in   telegraphy  as  judged  by  an  expert. 

520.  Jones,  E.  E.     Individual  Differences  in  School  Children.     Psychol.  Clin., 

1912,  6,   241-251. 

A    study    of    range    of    varialiility    in    several    psychological    and    pedagogical    tests. 

521.  Karpas,  M.  J.     Remarks  on   Neurology  and   Psychiatry   in    Berlin,  with 

Special  Reference   to  Ziehen's   Intelligence  Test.     Utica,  N.   Y.:  State 
Hosp.   Bull.,   1910,  3,  393-402. 

522.  Karpas,  M.  J.     Psychic  Constitutional   Inferiority.     N.   Y.  Med.  J.,  Mar. 

22.  1913. 

Includes  Ziehen's  Tests. 

523.  Katzenellenbogen,   E.   W.     A    Critical    Essay   on    Mental    Tests    in   their 

Relation  to  Epilepsy.     Epilepsia,  1912,  4,  130-173. 

Finds  that  "the  Form  Board  test,  Healy's  puzzle  test  and  the  Bechterew  tests 
are  most  successful  in  the  elimination  of  the  element  of  training."  Compares  the 
problems  presented  by  imbecility  on  the  one  hand  and  epilepsy  on  the  other. 
Insists  upon  a  thorough  training  in  both  psychology  and  medicine  for  psycho- 
pathologists. 

524.  Kelly,   R.    L.      Psycho-Physical    Tests    of    Normal    and    Abnormal    Chil- 

dren—A Comparative  Study.     Psychol.  Rev..  1903,  10,  345-372. 

525.  Kelley,  T.  L.     The  Association  Experiment:    Individual   I^ififerences  and 

Correlations.     Psychol.   Rev.,   1913,  20,  479-504. 

Twelve    college    students    tested    with    a    list    decidedly    more    difficult    than    that    of 
■    Kent-RosanoflF. 

526.  Kelley,  T.  L.     A  Constructive  Ability  Test.     j.  of  Educ.  Psychol.,  1917, 

17,  1-16. 

This  test  "attempts  to  measure  the  ability  to  initiate  as  well  as  to  execute  a 
task." 

527.  Kemble,  W.   F.      Choosing    Employees    by    Mental    and    Physical    Tests. 

New  York:    The  Engineering  Mag.  Co..  1917.     Pp.  333. 

528.  Kent,  G.  H.,  and  Rosanoff,  A.  J.     A  Study  of  Association   in    Insanity. 

Amer.  J.  of  Insan.,  1910-11,  67,  37-96,  317-390. 

The  first  part  of  this  study  is  given  to  the  discussion  of  results  obtained  by  the 
application  of  the  tests,  for  the  purpose  of  establishing  standards,  to  over  1,000 
normal  subjects.  This  includes  48  pages  of  frequency  tables.  The  pathological 
material  is  discussed  in  the  second  part:  the  test  was  applied  to  247  insane  patients. 
Many  individual  test  records,  with  classified  reactions,  are  given.  No  sharp  dis- 
tinction  was   found  between   mental   health   and   mental   disease. 

52 


529.  Kent,   G.   H.     A   Graded    Series    of   Geometrical    Puzzles.     J.   of    Exper. 

Psychol.,    1916,   1,  40-50. 

A  series  of  24  puzzles,  each  consisting  of  rectangular  or  triangular  pieces  of 
wood  and  each,  when  correctly  arranged,  forming  a  square,  tried  out  on  25  sub- 
jects. An  attempt  to  find  non-verbal  tests  which  would  avoid  certain  difficulties 
of  the    Binet    scale. 

530.  Kent,  G.  H.     A  Graded  Series  of  Colored  Picture  Puzzles.     J.  of  Exper. 

Psychol.,  1916,  1,  242-246. 

A  series  of  puzzles  made  by  cutting  colored  Perry  or  Brown  pictures  into  hori- 
zontal strips.  Description  of  the  puzzles  and  the  records  for  29  subjects  given  in 
tabular  form. 

531.  Kephart,   A.    P.     Clinical    Studies    of    Failures   with    the    Witmer    Form- 

board.     Psychol.   Clin.,   1918,  11,  229-253. 

An  investigation  to  determine  "what  difficulties  the  formboard  presents,  what 
causes  failure    and  what  failure   means   in  relation   to  diagnosis." 


532.  King,  I.,  and  Gold,  H.     A  Tentative  Standardization  of  Certain  "Oppo- 

sites  Tests."     J.  of  Educ.  Psychol.,  1916;  7,  459-482. 

A  complete  tabulation   is  given  of  all   the  reactions  to  the   158  words. 

533.  King,    I.      The    Relationship    of    Abilities    in    Certain    Mental    Tests    to 

Ability  as  Estimated  by  Teachers.     School  and  See,  1917,  5,  204-209. 

534.  King,  L.,  and  M'Crory,  J.     Freshmen  Tests  at   the   State  University  of 

Iowa.     J.  of  Educ.  Psychol.,  1918,  9,  32-46, 

Seven  tests  applied  to  276  women  and  268  men.  Each  test  is  discussed  and  its 
correlation  coefficients  in  this  investigation  compared  with  those  found  in  former 
investigations.  "These  tests  pick  out  those  of  poor  mental  ability  much  more 
accurately  than  those  of  good  mental  ability."  "Sex  differences  in  mental  func- 
tionings    are    negligible    as    far   as   these    mental    tests    are    concerned." 

535.  Kirkpatrick,  E.  A.     Individual  Tests  of  School  Children.     Psychol.  Rev., 

1900,  7,  274-280. 

As  a  result  of  his  attempt  to  interpret  the  individual  test  records  obtained  in  this 
investigation,  the  author  is  led  to  emphasize  the  need  for  a  normal  standard  for 
each  age. 

536.  Kirkpatrick,  E.  A.   A  Vocabulary  Test.    Pop.  Sci.  Mo.,  1907,  70,  157-164. 

537.  Kitson,    H.    D.      Psychological    Tests    for    Lip-Reading    Ability.      Volta 

Rev.,   1915.    17,   471-476. 

538.  Kitson,   H.   D.      Psychological   Tests  and   Vocational    Guidance.     School 

Rev.,  1916,  24,  207-214. 

Promising   and   unpromising   uses   of   tests    for  vocational   guidance. 

539.  Kitson,  H.  D.     Psychological  Measurements  of  College  Students.    School 

and  Soc,  1917,  6,  307-311. 

A  program  for  the  study  of  the  individual  college  student,  including  a  system  ot 
psychological   tests   conducted   by   the   author. 

540.  Kitson,  H.  D.     Scientific  Study  of  the  College  Student.    Psychol.  Monog., 

1917,  23,  No.  1.     Pp.  81.  See  No.  61. 

A  program  looking  toward  the  realization  of  the  "ideal  of  individualized  instruc- 
tion."    Includes  a  description  and  discussion  of  tests  for  college  students. 

541.  Kohnky,    E.      Preliminary    Studies    of    the    Effect    of    Dental    Treatment 

upon  the  Physical   and   Mental   Efficiency  of   School    Children.     J.    of 
Educ.  Psychol.,   1913,  4,  571-578. 

Two-fifth  grade   classes  of  the  same   school   were   selected   for  this  comparison.     The 
tests    used    were    tapping,    cancellation,    rote    memory    and    substitution.      The    ex 
perimental   class   showed   its   superiority  over  the   control   class   in   all   the  physical 
tests  and  in  all  but  one  of  the  psychological  tests. 

53 


542.  Knox,   H.  A.     A  Test   for  Adult    Imbeciles   and   Six-Year-Old    Normals. 

X.  Y.  Med.  J.,  1913,  98,  1017-1018. 

Two    form-board    tests. 

543.  Knox,  H.  A.     Two   New  Tests   for  the   Detection   of  Defectives.     N.   Y. 

Med.  J..  1913,  98,  522-524. 

Vi.siial  comparison  tests  and  the  author's  modification  of  the  Healy  construction 
test   A. 

544.  Knox,  H.  A.     A  Comparative  Study  of  the  Imaginative  Powers  in  Men- 

tal Defectives.     Med.  Rec,  1914,  85,  748-751. 

25  average  and   25   mentally   deficient   Italians   tested   by   the   ink   blot   test. 

545.  Lahy,    J.    M.      Les    conditions    psychophysiologiques    de    I'aptitude    an 

travail   dactylographique.     J.   de   Physiology.   1913. 

Correlation   of   certain    tests    with    practical   ability. 

546.  Ley,    A.,    et    Menzerath,    P.      L'etude    experimentale    de    association    des 

idees    dans    les    maladies    mentales.      Gand:     Van    der    Haeghen,    1911. 
Pp.  200. 

547.  Lindley,  M.     A  Picture  Test.     Training  School  Bull.,  1918,  14,  156-161. 

A  completion  lest  ("the  flower  game")  tried  out  for  its  value  as  an  intelligence 
test   with   70  feebleminded   children. 

548.  Link,    H.    C.      An    Experiment    in    Employment    Psychology.      Psychol. 

Rev.,   1918,  25,   116-127. 

An  experiment  conducted  by  the  Winchester  Repeating  Arms  Company.  The  cor- 
relation  of  eight   tests  with   the  output   in   two  types  of  work. 

549.  Lipsky,  A.     School  Guidance  of  Menal  Tests.     School  and  Soc,  1916,  3, 

320-324. 

Correlations  between  certain  mental  tests  and  success  in  foreign  language  work 
studied.  The  tests  used  were  a  specially  devised  memory  test,  some  of  the  Wood- 
worth    and    Wells    "Association    Tests"    and    a    cancellation    test. 

550.  Lobsien,    M.      Intelligenzpriifungen    auf    Grund    von    Gruppenbeobacht- 

ungen.     Langensalza:    Beltz,   1914.     Pp.  59. 

4IJ  pupils  about  ten  years  of  age  tested  by  the  group  method.  The  method  of 
testing  compared  with  the  individual.  Correlations  between  teachers'  estimates 
and    test    results    studied. 

551.  Lodge,    R.   C,    and    Jackson,    J.    L.      Reproduction    of    Prose    Passages. 

Psychol.  Clin.,  1916,  10,  128-145. 

.•\  study  of  immediate  memory.  Includes  a  study  of  age  and  sex  differences  and  a 
comparison    of  qualitative   and    quantitative    methods   of    scoring. 

552.  Lough,  J.  E.     Experimental   Psychology  in   Vocational   Guidance.     Pro- 

ceedings of  the  Second  National  Conference  on  Vocational  Guidance. 
New  York:    1913,  89-96. 

"In  vocational  tests  the  functioning  of  the  mind  will  he  more  significant  than  mere 
knowledge."  A  substitution  test  was  used  to  measure  the  subjects'  ability  to  form 
habits.     Results   correlated   with   those   in   typewriting,   stenography,   etc. 

553.  Luckey,    B.    M.      Correlation    between    Form    Board    Improvement    and 

Ability    to    Improve    Industrially.      Training    School    Bull.,    1918,    14, 
140-142. 

"Very  strong  evidence  of  the  value  of  the  Form  Board  as  a  diagnostic  test  of 
the   industrial   ability    in    feebleminded   children." 

554.  Maloney,  W.   J.      On    the    Reckoning   Test   and   its    Uses   in    Psychiatry. 

Rev.   of  Neur.  and   Psychiat.,   1911,  9,  366-377. 

A  discussion  and  description  of  Kraepelin's  reckoning  test.  Reviews  the  work 
already  done  with  it  and  makes  suggestions  for  its  application  in  the  study  of 
mental  diseases. 

54 


555.  Manchester,  G.  S.     l""xperiments   on   the   Unreflective    Ideas   of   Men   and 

Women.     Psychol.  Rev..  1905,  12,  50-66. 

A   study   of   sex  differences  by   means   of   the   association   test-continuous   method. 

556.  Martin,  M.  A.     The  Transfer  Effects  of  Practice  in  Cancellation  Tests. 

Arch,  of  Psychol..  1915.  4  (No.  32).     Pp.  68. 

557.  Marvin,  W.  T.     A  Comparison  of  Some  Mental  Measurements  with  the 

Standing    of    Students    in    Two    College    Courses.      Training    School 
Bull.,  1911,  8,  66-69. 

An  investigation  to  determine  how  closely  grades  in  logic  and  psychology  would 
agree  with  results  from  two  sets  of  tests:  1,  opposites  for  common-place  words 
expressing    abstract    relations;    2,    memory    for    letters,    words    and    sentences. 

558.  Mateer,  F.     Some  Criteria  for  the  Evaluation  of  Mental  Tests  and  Test 

Series.      Mental    Hygiene,    1917,    1,   241-251. 

559.  Mayer,  A.,  and  Orth,  J.     Zur  qualitativen  Untersuchung  der  Association. 

Zsch.,  f.  Psychol..  1901,  26,  1-28. 

560.  McCall,   W.   A.      Correlation    of    Some    Psychological    and    Educational 

Measurements.     New   York:   Columbia   Univ..   Teachers   College    Con- 
trib.  to  Educ,  1916,  No.  79.     Pp.  87. 

Study  based  on  the  results  of  testing  88  children  from  two  6B  classes  in  a  New  York 
City   public  school.     An    extended    experiment    in    group   testing. 

561.  McComas,   H.   C.      Some    Tests   for    Efficiency   of  Telephone   Operators. 

J.    of    Phil.,    Psychol.,    and    Sci.    Methods.      (Referred    to    by    Holling-- 
worth  in  Vocational  Psychology.) 

Used  a  test  of  the  "vocational  miniature"  type,  i.  e.,  a  miniature  switchboard, 
and    put    the    subjects    through    actual    calls    and    responses. 

562.  Mead,  C,  D.     The  Relations  of  General   Intelligence  to  Certain   Mental 

and   Physical   Traits.     New  York:   Columbia   Univ..  Teachers   College 
Contrib.  to  Educ,  1916.     Pp.  117.  See  No.  71. 

A  comparative  study  of  normal  and  feebleminded  children  as  regards  age  of  walk- 
ing and  talking,  height  and  weighty  strength  of  grip  and  dextrality.  perception 
(cancellation  test)  and  memory  for  related  and  unrelated  words.  The  feebleminded 
children  were  also  tested  for  ability  to  form  abstract  notions  and  for  power  of 
association. 

563.  Meumann,   E.     Intelligenzpriifungen    an    kindern    der    Volksschule.      Die 

Experimentelle  Padagogik,  1905,  1,  35-101. 

Tested  800  Zurich  school  children  for  their  memory  for  concrete  and  abstract. 
Emphasizes  the   degree   of  understanding  the  abstract   as   a  measure  of  intelligence. 

564.  Meumann,    E.      Ueber    eine    neue    Methode    der    Intelligenzprijfung    und 

ijber  den   Wert  der   Kombinationsmethoden.     Zsch.   f.   pad.     Psychol., 
1912,  13,  145-163. 

The  test  of  constructing  a  sentence,  certain  words  being  given.  Meumann  finds  it 
a  good  test  of  intelligence  and  instructive  also  when  studied  in  its  qualitative 
aspect. 

565.  Miles,  W.  R.,  and  Butterworth,  J,  E.     A  Tentative  Standardization  of  a 

Completion  Test.     J.  of  Educ.  Psychol.,  1916,  7,  329-336. 

"The  aim  of  the  study  was  to  determine  as  far  as  possible  the  relative  difficulty 
of  the   various  elisions  of  one  of   the   widely   used   completion   tests." 

566.  Monroe,  W.   S.     Perception   of   Children.     Ped.    Sem.,   1904,   11,  498-507. 

A  study  of  age  and  sex  differences  in  perception  by  means  of  a  description  test. 
Over   2,000   children    tested.      Review    of  other   work   done   and    bibliography. 

567.  Moore,  H.  T.     A  Method  of  Testing  the  Strength  of  Instincts.     Amer. 

J.  of  Psychol.,  1916,  27,  227-233. 

A    form    of    association    test    used. 

55 


568.  Moore,  R.  C.    Tests  of  Reasoning  and  their  Relation  to  General  Mental 

Ability.     Rep.   Brit,   .\ssoc.  Adv.  ScL,  1913,  83,  684-685.      (Abstract.) 
Refnrts    high    correlation    of    opposites.    analogies,    syllogism    and    argument    tests 
with    intelligence. 

VI     ,••:.■:.;.'/(        i  ■  = 

569.  Mulhall,  E.  F.     Tests  of  the  Memories  of  School  Children.     J.  of  Educ. 

Psychol.,  1917,  8,  294-302. 

Following  problems  investigated:  Improvement  with  age  and  fe^ra'die • ' i'nd  sex 
difference    in    achievement    .ind    variability. 

570.  MuUan,  E.  H.     Mental  Status  of  Rural  School  Children.     Report  of  the 

t'rcliminary  Sanitary  Survey  made  in  New  Castle  Co.,  Delaware,  with 
a  Description  of  the  Tests  Employed.  Public  Health  Reports.  1916, 
31,  3174-87. 

A  sifting  method  tried;  used  three  .short  tests  with  longer  re-examination  when 
necessary. 

571.  Mullan,   E.   H.     Mentalitj-    of    the    Arriving    Immigrant.      United    States 

Public  Health  Service.     Public  Health  Bull.,  No.  90,  1917.     Pp,  132.    ,: 

293    normal    immigrants    tested    for    the    purpose    of    trying    out    methods    and    tests. 

572.  Murphy,    G.     .An    Experimental   Study   of    Literary   vs.    Scientific    Types. 

Amer.  j.   of  Psychol.,  1917,  28,  238-262. 

The  word  association  test  was  used.  There  were  40  subjects — 27  senior  students 
and   13  faculty   members. 

573.  Nevers,  C.  C.     ]3r.  Jastrow  on  Community  of  Ideas  of  Men  and  Women, 

Psychol.   Rev.,   1895,  2,  363-367. 

A  criticism,  based  on  a  modified  method  of  Dr.  Jastrow's  experiment  (New  Rev., 
1891,  5,  559).  According  to  the  author,  her  results  are  obtained  from  too  few  cases 
"to  allow  any  positive  deduction,  hut  their  uncompromising  contradiction  of  Dr. 
.(astrow's  results  gives  a  needed  warning  concerning  the  dangers  of  a  compara- 
tive study  of  the  mental  processes  of  men  and  women." 

574.  Norsworthy,  N.     The  Psychology  of  Mentally  Deficient  Children.    Arch. 

of  Psychol.,   1906,  No.   1.     Pp.   111. 

Mentally  defective  children  compared  with  normal  children  by  the  use  of  twelve 
mental   and   four  physical   tests. 

575.  Ordahl,  L.  E.,  and  Ordahl,  G.     Qualitative   Differences  between   Levels 

of  Intelligence  in  Feeble-Minded  Children.  J.  of  Psycho-Asthen. 
Monog.  Suppl.,  1915,  1   (No.  2).  1-50. 

Fifteen  tests  used.  Feebleminded  children  found  to  lack  energy  and  capacity 
for  voluntary    eflfort   and    to    be   weak    in    degree,    duration   and   span   of   attention. 

576.  Osborn,  A.  S.     Form  Blindness  or  the  Psychology  of  Sight  in  Relation 

to  Legal  Procedure.  Reprint  from  Vol.  19,  No.  12,  Case  and  Com- 
ment, Rochester,  N.  Y. 

Tests   of   identification  of  handwriting  and   typewriting. 

577.  Otis,    M.      Study    of   Association    in    Defectives.      J.    ojf    Educ.    Psychol., 

1915,  6,  271-288. 

A  comparison  with  normal  subjects.  Five  types  of  response  studied  and  graphically 
presented. 

578.  Parsons,   C.   J.     Children's    Interpretations   of    Ink-Blots.      (A   Study    in 

Some  Characteristics  of  Children's  Imagination.)  Brit.  J.  of  Psychol., 
1917,  9,  74-92. 

52  boys  and  45  girls  between  seven  and  seven  and  a  half  years  of  age  tested  with 
the   first    ten    of  Whipple's    standardized    ink    blots.      Sex    differences. 

56 


579.  Paschal,  F.  C.     A  Report  on  the   Standardization  of  the   Witnier   Cylin- 

der Test.     Psychol.  Clin.,  1918,  12,  54-59. 

Results  from  over  2,200  subjects,  children  and  adults  of  both  sexes.  "The  especial 
value  of  the  Witmer  Cylinder  Test  lies  in  the  degree  to  which  the  mental  steps 
are  represented   by   the  physical   steps." 

580.  Paschal,  F.  C.     The  Witmer  Cylinder  Test.     Hershey,  Pa.:    The  Hershey 

Press,  1918.     Pp.  54. 

See  reference  above. 

581.  Pear,  T.  H.,  and  Wyatt,  S.     The   Testimony  of  Normal  and   Mentally 

Defective  Children.     Brit.  J.  of  Psychol.,  1913-14,  6,  387-419. 

An  interesting  and  very  carefully  worked-out  "event"   test  used. 

582.  Peterson,  A.  M.,  and  Doll,  E.  A.     Sensory  Discrimination  in  Normal  and 

Feeble-Minded   Children.     An    Experimental   Study   of  Discrimination 
of  Lifted  Weights  in  Relation  to  Mental  Age.     Training  School  Bull., 

1914,  11,  110-118,   135-144. 

Results  -are  obtained  in  the  examination  of  203  inmates  of  the  Training  School  at 
Vineland,  N.  J.,  and  of  262  normal  children  of  the  same  chronological  ages  as  the 
"mental  ages"  of  the  defectives.  "An  implication  which  the  results  have  for 
present-day  pedagogy"   is   indicated. 

583.  Peterson,  H.  A.     Correlation  of  Certain  Mental  Traits  in  Normal  School 

Students.     Psychol.   Rev.,    1908,   15,  323-338. 

An  investigation  in  the  field  "of  the  so-called  higher  processes,  in  particular 
some   which   play    a    leading   part    in    acquiring   knowledge." 

584.  Peterson,   H.    A.      The    Generalizing   Ability    of    Children.      J.    of .  Educ. 

Psychol.,    1914,   5,   561-570. 

Describes   new  tests  for  generalizing  ability.     Age  difference  studied. 

585.  Peterson,  J.     The  Effect  of  Attitude  on  Immediate  and  Delayed  Repro- 

ductions:   A  Class  Experiment.     J.  of  Educ.  Psychol.,  1916,  7,  523-532. 
An  attempt  to  determine  quantitatively  the  effect  of  the  attitude  "intent  to  learn." 

586.  Pintner,  R.     The  Standardization  of  Knox's  Cube  Test.     Psychol.   Rev.. 

1915,  22,  377-401. 

867  normal  children  and  a  few  normal  adults  and  463  feebleminded  individuals,  all 
of  whom  had  been  graded  by  the  Binet  scale,  tested.  Curves  showing  the  com- 
parative difficulty  of  the  different  lines  of  the  test  and  percentages  of  correct  per- 
formances for  different  combinations  of  the  lines.  Test  standardized  for  ages  S  to 
16,  inclusive,  on  the  basis  of  the  kind  and  the  number  of  lines  passed. 

587.  Pintner,  R.,  and  Paterson,  D.  G.     A  Class  Test  with  Deaf  Children.     J. 

of  Educ.  Psychol.,  1915,  6,  591-600. 

The  Digit  Symbol  test  applied  as  a  class  test  to  325  pupils  in  a  school  for  the 
deaf.  Pyle's  norms  used  as  a  basis  of  comparison.  See  "Learning  Tests  with 
Deaf  Children." 

588.  Pmtner,  R.,  and  Paterson,  D.  G.    The  Formboard  Ability  of  Young  Deaf 

and    Hearing   Children.      Psychol.    Clin.,    1915,    9,   234-237. 

Based  on  the  records  of  18  seven-year-old  deaf  children  and  14  six-year-old  hearing 
children,  tested  on  entering  school  and  retested  a  year  later.  The  results  indicate 
that  the  average  deaf  child  "is  apt  to  be  about  a  year  backward  in  form-board 
ability."     The   rankings   of  the   two   years   correlated    highly. 

589.  Pintner,  R.,  and  Anderson,  M.  M.     The  Miiller-Lyer  Illusion  with  Chil- 

dren and  Adults.    J.  of  Exp.  Psychol.,  1916,  1,  200-210. 

An  investigation  to  determine  whether  this  illusion  can  be  used  as  "a  test  for  sug- 
gestion which  will  correlate  with  general  intelligence  as  measured  by  increase  in 
chronological    age."      Result    negative. 

590.  Pintner,  R.,  and  Paterson,  D.  G.    The  Ability  of  Deaf  and  Hearing  Chil- 

dren to  Follow  Printed  Directions.     Ped.  Sem.,  1916,  23,  477-497. 
Woodworth   and   Wells  easy  directions  tests  used. 

57 


591.  Pintner,  R.,  and  Paterson,  D.  G.     A   Discussion   of  tlie   Index  of  Form- 

board  Ability.     Psychol.  Clin..  1916-17,  10,  192-198. 

Tlie   authors   conclude   that    the   average   of   the    first   three    trials    is   the    best   index. 

592.  Pintner,    R.,   and    Paterson,    D.    G.      .\    Measurement    of    the    Language 

Ability  of  Deaf  Children.     Psychol.  Rev.,  1916,  23,  413-436. 

570  deaf  children  tested  with  Scale  A  of  the  Trabue  Language  scale.  Language 
ability  is  studied  in  relation  to  the  method  of  instruction  used,  whether  oral  or 
manual,  and  the  congenital  deaf  are  compared  with  the  adventitious  deaf.  "After 
thirteen  years  of  instruction  the  language  ability  of  the  average  deaf  child  doe."» 
not   reach  that  of  a   fifth-grade   pupil    in   our  hearing  schools." 

593.  Pintner,   R.,  and   Paterson,   D.   G.     Learning  Tests    with    Deaf   Children. 

Psychol.  Monog.,  1916,  20,  No.  88.     Pp.  57. 

Two  substitution  tests,  the  digit-symbol  and  the  symbol-digit,  were  applied  to 
1,000  deaf  children.  The  authors  conclude  that  the  deaf  child  is  about  three 
years  behind  the  hearing  child  in  learning  ability. 

594.  Pintner,   R.     A   Mental    Survey   of  the   School    Population    of   a   Village. 

School  and  Soc,  1917,  5,  597-600. 

An  attempt  to  use  group  tests  "for  a  rough  mental  survey  of  a  school  system." 
154  children  tested.  Tests  employed:  Rote  memory,  digit-symbol,  symbol-digit, 
word  building  and  easy  opposites. 

595.  Pintner,  R.     The  Mentality  of  the  Dependent  Child,  together  with  a  Plan 

for   a   Mental   Survey    of  an    Institution.     J.    of   Educ.    Psychol.,    1917. 
8,  221-228.  See  No.  84. 

596.  Pintner,  R.,  and  Anderson,  M.  M.     The  Picture  Completion  Test.     Balti- 

more: Warwick  &  York,  Educ.  Psychol.  Monog.,  1917,  No.  20.  Pp.  101. 
Test  applied  to  over  1,500  children,  method  of  scoring  standardized  norms  for 
each  age  from  6  to  14  established,  sex  differences,  connections  with  social  en- 
vironment   and    school    standing   ascertained. 

597.  Pintner,  R.,  and  Paterson,  D.  G.     A  Scale  of  Performance  Tests.     New 

York:    Appleton,  1917.     Pp.  218. 

The  scale  consists  of  15  tests,  none  of  which  require  verbal  responses.  The  verbal 
directions  used  are  very  brief  and  when  necessary  can  be  dispensed  with.  Tests 
standardized   and   norms   established. 

598.  Pintner,  R.,  and  Paterson,  D.   G.     A   Comparison  of  Deaf  and   Hearing 

Children    in    Visual    Memory    for    Digits.      J.    of    Exp.    Psychol.,    1917, 
2,  76-88. 

"Deaf  children  as  a  group  have  an   abnormally  poor  memory." 

599.  Pintner,  R.,  and  Toops,  H.  A.     A  Mental   Survey  of  the   Population  of 

a  Workhouse.     J.  of  Delinq.,  1917,  2,  278-287. 

A  demonstration  of  the  "practical  advantage  of  the  group  test  method  for  mental 
survey  purposes."  The  group  tests  used  were  the  digit-symbol,  opposites,  can- 
cellation,   easy   directions   and   hard    directions. 

600.  Pintner,  R.     The    Mental    Indices   of   Siblings.      Psychol.    Rev..    1918,   25, 

252-255. 

Six  tests:  memory  for  concrete  words,  digit-symbol,  symbol-digit,  easy  opposites 
and    cancellation. 

601.  Pyle,  W.  H.     A   Psychological   Study  of  Bright  and   Dull  Pupils.     .1.   of 

Educ.   Psychol.,   1915,  6,  151-156. 

Subjects  selected  according  to  school  markings  tor  tne  year.  It  is  concluded  that 
significant  mental  differences  between  bright  and  dull  pupils  "can  be  ascertained 
by    means    of   simple   group    tests." 

602.  Pyle,   W.    H.      Standards    of    Mental    Efificiency.      J.    of    Educ.    Psychol., 

1913.   4,  61-70. 

A  consideration  of  the   most  desirable   tests  for  determining  ability. 

58 


603.  Pyle,  W.  H.    The  Examination  of  School  Children.     A  Manual  of  Direc- 

tions and  Norms.     New  York:    Macmillan,  1913.     Pp.  70. 

Group  tests  for  the  examination  of  all  the  children  of  a  school  system.  Physical 
tests   also   included. 

604.  Pyle,  W.  H.     The  Mind  of  the  Negro  Child.     School  and  Soc,  1915,  1, 

357-360. 

408  negro  children  tested  and  their  norms  compared  with  those  of  white  children. 
The  effect  of  social  position  varies  with  the  test.  In  both  races  the  girls  are 
superior,  but  there  is  a  tendency  for  this  difference  to  decrease  with  increasing  age. 

605.  Reaney,  M.  J.  The  Correlation  between  General   Intelligence   and   Play 

Ability  as  Shown  in   Organized   Group   Games.     Brit.  J.   of   Psychol.. 
1914,   7,   226-252. 

Finds  a  definite  correlation.  Includes  suggestions  concerning  the  organized  game 
as  a  part  of  the  school  curriculum. 

606.  Report    of   the    Committee    of   the    American    Psychological    Association 

on  the  Standardizing  of  Procedure  in   Experimental  Tests.     Psychol. 
Monog.,   1910,  13,  No.  53.     Pp.  107. 

607.  Ries,     G.       Beitrage     zur     Methodik    der     Intelligenzpriifung.       Zsch.     f. 

Psychol..  1910.  56,  321-343. 

Two  tests  studied.  The  second  one,  the  author's  B-method,  or  cause-effect  con- 
trolled   association    test,    yielded    high    correlation   with    estimated    intelligence. 

608.  Robinovitch,  J.     Alienes  et  anormaux.     Paris:    Alcan,  1910. 

609.  Roemer,  F.     Assoziationsversuche  an  geistig  zuriickgebliebenen  Kindern. 

Fortschritte   der   Psychol.,    1914,  3,  43-101. 

Comparison  of  120  mentally  retarded  with  441  normal  children  in  a  free  associa- 
tion test.  An  attempt  to  use  the  favorite  or  most  frequent  responses  as  a  possi- 
ble  means   for   the   diagnosis    of   feeblemindedness.     Oral,    individual   method   used 

610.  Rogers,  H.  W.     Psychological  Tests  for  Stenographers  and  Typewriters. 

J.  of  Appl.   Psychol.,   1917,   1,  268-274. 

"The  present  study  represents  an  attempt  to  actually  test  out  in  practice  the 
method    of    'empirical    vocational    tests.'  " 

610A.  Rosanoff,  I.  R.,  and  Rosanoff,  A.  J.     A  Study   of  Association  in   Chil- 
dren.    Psychol.  Rev.,  1913,  20,  43-89. 

Correlation  with  age,  mental  capacity  and  school  grade  studied.  Typical  test 
records   for   ages   from  4   to   IS   given. 

611.  Rosanoff,  A.  J.     Preliminary  Report  of  a  Higher  Scale  of  Mental  Meas- 

urement.    State  Hospital  Bull.,  1914-15,  7,  318-327. 

A    free    association    test    to    measure    the    "environment    influence"    of   education. 

612.  Rosanoff,  A.  J.    Evaluation  of  Reactions  in  an  Association  Test  Designed 

for    the    Purpose    of    Higher    Mental    Measurements.      State    Hospital 
Bull.,  1915,  8,  215-217. 

Supplementary  to  the  report  cited  just  above.  Report  on  the  reactions  to  three 
words  of  the  100-word  list  in  an  attempt  to  work  out  an  "objective  evaluation" 
of  the  reactions.  Concludes  that  a  "special  selection  of  subjects  according  to 
education"    is   necessary    in   order   to   get    such   a   standard. 

613.  Rowland,    E.      Report    on    Experiments    at    the    State    Reformatory    for 

Women  at  Bedford,  New  York.     Psychol.  Rev.,  1913,  20,  245-249. 

Thirty-live  girls  tested.  The  tests  were  nine  in  number  and  included  reaction  time, 
memory,  attention  and  direct  and  indirect  suggestibility.  Results  compared  with 
the  superintendent's  classification  of  the  girls  and  results  obtained  with  the 
same  tests  when  given   to  college  students. 

59 


614.  Rowland,  E.,  and  Lowden,  G.     Report  of  Psychological  Tests  at  Reed 

College.     J.  of  Exp.  Psychol.,  1916,  1,  211-217. 

All  the  students  were  tested  individually  for  three  years.  The  list  of  tests  as 
finally  revised  was  found  to  have  made   a  selection   of  the  better  students. 

615.  Rusk,  R.  R.     Experiments  on   Mental   Association  in   Children.     Brit.  .1. 

of  Psychol.,   1909-10,  3,  349-385. 

Eleven  test  series,  representing  as  many  types  of  free  and  controlled  association, 
were  used. 

616.  Schmitt,  C.     Standardization  of  Tests  for  Defective  Children.     Psychol. 

Monog.,  1915,  19,  No.  83.     Pp.  81. 

The  purpose  of  this  investigation  was  "to  provide  data  for  the  standardization  of 
tlie    Hcaly-P'ernald    tests." 

617.  Scott,  C.  A.     General  Intelligence  or  "School  Brightness."     J.  of  Educ. 

Psychol.,   1913.  4,  509-524. 

A  study  of  the  intercorrelaliou  between  the  average  of  six  tests,  teachers'  judg- 
ments after  six  months'  acquaintance,  and  the  judgments  of  the  students  them- 
selves. "It  would  seem  that  by  means  of  such  tests  the  teacher  is  placed  in  the 
position  of  distinct  advantage  in  getting  more  quickly  to  understand  the  nature 
and  capacity  of  his  pupils." 

618.  Scott,  W.  D.     Selection  of  Employees  by  Means  of  Quantitative  Deter- 

minations.    Annals  of  the  Amer.  Acad,  of  Polit.  and  Soc.  Sci.,  Phila- 
delphia,  1916.   Publ.   No.   999.   182-193. 

619.  Scott,   W.    D.      A    Fourth    Method    of    Checking    Results    in    Vocational 

Selections.    J.  of  Appl.  Psychol.,  1917,  1,  61-66. 

A  check  for  estimating  the  value  of  vocational   tests. 

620.  Scott,  W.   D.     The    Scientific   Selection    of   Salesmen.      Advertising   and 

Selling,   1915-16,   25,  94-96. 

"A  series  of  tests  made  by  big  corporations  representing  the  most  important  de- 
velopment in   sales  management  in  the  past  dozen  years." 

621.  Seashore,  C.  E.     The  Measurement  of  a  Singer.     Science,  1912,  35,  201- 

212.     (See  also  "Psychology  in  Daily  Life.") 

A  program  of  tests,  grouped  under  the  titles,  sensory,  motor,  associational,  and 
affective,   for  the   measurement   of  musical   ability. 

622.  Seashore,    C.    E.     The    Measurement    of    Musical   Talent.      The    Musical 

Quar.,   1915    (Jan.)      Pp.  20. 

Discussion,  description  and  some  results  from  the  discrimination  of  pitch  test. 
Sample   diagnostic   charts. 

623.  Seashore,  C.  E.    Vocational  Guidance  in  Music.     Univ.  of  Iowa  Monog., 

First  Series,  1916,  No.  2.     Pp.  11. 

624.  Seashore,    C.    E.,   and   Mount,    G.    H.     Correlation    Factors    in    Musical 

Talent  and  Training.     Psychol.  Monog.,  1918,  25,  No.  108,  47-92. 

Based  on    results  obtained  from  tests  of  musical   ability. 

625.  Sharp,  S.     Individual    Psychology:    A  Study   in    Psychological   Method. 

Amer.  J.  f  Psychol ,   1899.   10,  329-391.  See  No.   103. 

626.  Shaw,  J.  C.     A  Test  of  Memory  in  School   Children.     Ped.  Sem.,   1896, 

4,  61-78. 

A   logical   memory   test  used.      Detailed   tabulation    of  results   according   to  grades. 

627.  Simpson,  B.  R.     Correlations  of  Mental  Ability.     New  York:    Columbia 

Univ.,  Teachers  College  Contrib.  to  Educ,  1912,  No.  53.     Pp.  122, 

Gave  fifteen  tests  to  two  groups  of  adults,  the  first  consisting  of  17  professors 
and  advanced  students,  the  second  of  20  men  who  had  never  held  any  position 
demanding  a  high  grade  of  intelligence. 

60 


628.  Spearman,  C.    "General  Intelligence"  Objectively  Determined  and  Meas- 

ured.    Amer.  J.  of  Psychol.,  1904,  15,  201-292. 

Tests  of  sensory   discrimination  used.     A   study    in   correlation. 

629.  Stecher,  L.  I.     The  Effect  of  Humidity  on  Nervousness  and  on   General 

Efficiency.    Arch,  of  Psychol.,  1916,  No.  38.    Pp.  94. 

Twenty-nine  subjects  were  tested  for  accuracy  of  movement,  speed  of  tapping, 
speed  and  accuracy  in  aiming,  typewriting,  mirror  tracing,  hand  and  arm  steadi- 
ness, addition,  and  mental  multiplication.  Detailed  description  of  the  tests,  to- 
gether with  a  presentation  of  results  in  tables  and  curves  and  a  chapter  on  corre- 
lations. So  far  as  the  primary  aim  of  the  investigation  is  concerned,  the  results 
are   negative. 

630.  Stelzner,  H.     Die    Psychopathischen   Konstitutioneti    und    ihre    sociolog- 

ische  Bedeutung.     1911. 

Compiled    a    series    of   13   tests. 

631.  Stenquist,  J.  L,,  Thorndike,  E.  L.,  and  Trabue,  M.  R.     The   Intellectual 

Status    of    Children    Who    are    Public    Charges.      Arch,    of    Psychol., 
1915,  No.  33.     Pp.  52. 

To  183  boys  and  82  girls,  9  to  16  years  of  age,  were  applied  four  tests — the  Sten- 
quist test  of  mechanical  ability,  the  Trabue  completion  test,  the  Goddard  revision 
of  the  Binet  scale,  and  a  reading  test.  In  the  last  three  tests  the  dependent 
children  were  found  to  be  "much  below  ordinary  children  of  corresponding  ages." 
The  same  is  true  of  the  construction  test,  but  to  a  less  degree.  In  the  supple- 
mentary chapter  entitled  "Heredity  versus  Environment  as  the  Cause  of  the  Low 
Intellectual  Status  of  Dependent  Children,"  the  authors  report  measurements  of 
18  pairs  of  siblings. 

632.  Stevenson,  J.  A.     Correlation   Between  Different  Forms  of  Sensory  Dis- 

crimination.    J.  of  Appl.  Psychol..  1918,  2,  26-42. 

Four  tests  employed — discrimination  of  pres:=ure  and  length  of  lines,  auditory  and 
brightness    discrimination. 

633.  Strong,  E.  K.,  Jr.     An  Interesting  Sex  Difiference.     Ped.   Sem.,  1915,  22, 

521-528. 

A  test  for  perception  of  details  in  advertisements  was  given  to  20  men  and  20 
women.     The  women   saw   50  per   cent,   more  details   than   did   the  men. 

634.  Strong,    E.    K.,    Jr.      A    Comparison    between    Experimental    Data    and 

Clinical  Results  in  Manic-Depressive  Insanity.     Amer.  J.  of  Psychol., 
1913,  24,  66-98. 

Besides  analysis  of  results,   the   report   contains   criticisms  of  the   tests   used. 

635.  Strong,   E,   K.,  Jr.      Effects   of   Hookworm   Disease    on   the    Mental   and 

Physical    Development    of    Children.      New    York:     The    Rockefeller 
Foundation.     Intern.  Health  Commission.     1916.     Pp.  121. 

115  children  measured  physically  and  mentally.  Those  who  had  suffered  from  the 
disease  were  retarded,  the  retardation  being  greater  the  longer  a  child  had 
suffered    from    the    disease. 

636.  Strong,  E.  K.,  and  Gilchrist,  E.  P.     A  Method  of  Recording   Errors  in 

Form  Board  Tests.     Psychol.  Rev.,  1917,  24,  239-241. 

637.  Sunne,   D.     The    Relation   of   Class   Standing   to    College   Tests.     J.    of 

Educ.  Psychol.,  1917,  8,  193-211. 

The  object  of  the  testing  was  to  compare  the  achievement  of  Newcomb  College 
girls  with  results  obtained  elsewhere  and  to  correlate  the  tests  with  their  class 
grades. 

638.  Sylvester,   R.   H.     The   Form   Board   Test.      Psychol.    Monog..    1915,    15, 

No.  65.     Pp.  56. 

The  purpose  of  this  investigation  "was  to  analyze  certain  features  of  the  form- 
board  test  psychologically,  to  determine  upon  the  best  method  of  applying  it,  and 
to  work  out  a  standard  interpretation  of  its  results."  605  retarded  and  defective 
children    and    500  selected    normal    children    tested. 

61 


639.  Tanner,  A.     The    Community  of   Ideas   of   Men   and    Women.      Psychol. 

Rev.,  1896,  3,  548-550. 

A  criticism,  without  original  experimental  results,  of  both  the  Wellesley  and 
Wisconsin   results. 

640.  Terman,  L.  M.     Genius  and  Stupidity.     A  Study  of  Some  of  the   Intel- 

lectual Processes  of  Seven  "Bright"  and  Seven  "Stupid"  Boys.  Ped. 
Sem.,    1906,   13,   3^7-2,7Z. 

An  intensive  study.  Tests  of  motor  ability  and  memory,  interpretation  of  fables, 
and  pedagogical  tests  of  mathematical  and  language  ability  were  used.  Th;.- 
bright  childre;:  were  found  to  be  superior  to  the  stupid  in  all  mental  tests  an.i 
inferior   in   all   the   motor   tests. 

641.  Thompson,   G.  H.,  and   Smith,   F.  W.     The    Recognition   Vocabulary   of 

Children.     Brit.  J.  of  Psychol.,  1915,  8,  48  51. 

Reports  tests  of  467   children,   ranging   in   age   from  9  to   14. 

642.  Thorndike,  E.  L.     Relation  between  Initial  Ability  and   Improvement  in 

a  Substitution  Test.    School  and  Soc,  1915,  1,  429-431. 

Status  attained  by  an  individual  "from  any  amount  of  practice  is  highly  prophetic 
of  the    status   which   he  will   attain   from   any  given   amount   of  additional   practice." 

643.  Thorndike,  E.  L.,  McCall,  W.  A.,  and  Chapman,  J.  C.     Ventilation  in  Re- 

lation to  Mental  Work.  New  York:  Columbia  Univ.,  Teachers  Col- 
lege Contrib.  to  Educ,  1916,  No.  78.     Pp.  83. 

The  tests  employed  were  the  Woodworth- Wells  color-naming  test  and  two  if 
their  cancellation  tests,  HoUingworth's  list  of  hard  opposites,  a  Thorndike  addi- 
tion test  and  a  mental  multiplication  test.  The  results,  as  far  as  the  effect  of 
ventilation    is    concerned,    are    consistently    negative. 

644.  Thorndike,  E.  L.,  McCall,  W.  A.,  and  Ruger,  G.  J.     The  Eflfect  of  Out- 

side Air  and  Recirculated  Air  upon  the  Intellectual  Achievement  and 
Improvement  of  School  Pupils.     School  and  Soc,  1916.  3,  679-684. 

88  New  York  City  children  of  6B  grade  were,  by  the  application  of  six  tests, 
divided  into  two  groups  of  approximately  equal  ability.  One  of  these  groups  was 
then  assigned  to  a  room  in  which  ventilation  was  by  means  of  outside  air  and 
the  other  to  a  room  in  which  recirculated  air  was  used.  Each  group  was  thcP 
subjected  to  an  extensive  experiment  in  group  testing,  occupying  one-half  hour 
every   school  day  for  about  three  months. 

645.  Thorndike,  E.  L.,  and  Ruger,  G.  J.     The  Effects  of  Outside  Air  and  Re- 

circulated Air  upon  the  Intellectual  Achievement  and  Improvement 
of  School  Pupils:  A  Second  Experiment.  School  and  Soc,  1916,  4, 
260-264. 

.Subjects   not   the  same   as  in  the  first  experiment. 

646.  Town,   C.   H.     A   Study   of   Speech   Development   in   Two   Hundred   and 

Eighty-five  Idiots  and  Imbeciles.  J.  of  Psycho-Asthenics.  1912,  17, 
7-15. 

A  list  of  320  selected  words  used.  Since  the  low  grade  defectives  were  unable 
to  speak,  the  ability  to  understand  spoken  words  was  considered  as  evidence  of  a 
vocabulary. 

647.  Town,  C.  H.     An   Experimental  Study  of  the   Suggestibility  of  Twelve- 

and   Fifteen-Year-Old   Boys.     Psychol.   Clin.,   1916,   10,    1-12. 

An  attempt  to  discover  something  definite  about  the  relation  of  suggestibility  to 
age.     Five  tests,   devised   by   Binet,   used. 

648.  Trabue,  M.  R.     Completion-Test  Language  Scales.     New  York:   Colum- 

bia Univ.,  Teachers  College  Contrib.  to  Educ,  1916,  No.  77.  Pp.  118. 
A  development  of  the  Ebbinghaus  completion  tests.  A  series  of  standardized 
scales  in  which  the  steps  are  approximately  equal.  The  statistical  methods  em- 
ployed in  deriving  the  scales  and  in  measuring  the  intervals  between  the  steps 
are  presented. 

62 


649.  Travis,   A.     Reproduction    of   Short    Prose    Passages:     A   Study   of  Two 

Binet  Tests.     Psychol.  Clin.,  1915,  9,  189-209. 

An  experiment   in   group   testing  on  69  men    and   59   women. 

650.  Vickers,  W.,  and  Wyatt,  S.     Grading  by  Mental  Tests.     J.  of  Exp.  Ped., 

1913,  2,  187-197. 

Three   tests   studied,   analogies,   opposites,    and    sentence   completion. 

651.  Wallin,  J.  E.  W.    Psycho-Motor  Norms  for  Practical  Diagnosis.    Psychol. 

Monog..  1916,  22,  No.  94.     Pp.  102. 

"A  study  of  the  Seguin  Form-lJDard,  Based  on  the  Records  of  4072  Normal  and 
Abnormal    Boys    and   (jirls.    with   Yearly    and   Half- Yearly   Norms." 

652.  Wallin,  J.  E.  W.     xA^ge   Norms  of  Psycho-Motor  Capacity.     J.   of   Educ. 

Psychol.,   1916,  7,  17-24. 

See    "Psycho-motor    Norms    for    Practical    Diagnosis" 

653.  Wallin,  J.  E.  W.     The  Peg  Formboards.     Psychol.  Clin.,  1918,  12,  40-53. 

A  very  simple  graded  series  of  four  form  boards  tried  out  on  101  children  ranging 
in  age  from  9  months  to  8  years  and  2  months.  The  author  is  convinced  of  its 
"practical  utility  in  the  examination  of  young  normal  and  of  young  or  old  low 
grade  subjects." 

654.  Warburg,    F.      Das    Farbenbeiiennungsvermogen    als    Intelligenzpriifung 

bei  Kindern.     Munch,  med.  Wock..  1909,  56,  2511-2513. 

Tested  over  a  thousand  children,  and  found  agreement  lictween  the  results  o- 
his  color-naming  test  and  the  grading  of  the  pupils  by  teachers. 

655.  Warburg,  F.     The  Naming  of  Colors  as  a  Test   of  Intelligence   Among 

Children.     Intern.  Arch.  f.  Schulhyg.,  1910,  6,  183-184. 

His    findings   are    positive    (Kohs). 

656.  Webb,    E.      Character    and    Intelligence.      Brit.    J.    of    Psychol.,    Monog. 

Suppl..  1915,  1,  No.  3.     Pp.  99.  See  No.   128. 

657.  Weidensall,  J.     The  Mentality  of  the  Criminal  Woman.     A  Comparative 

Study  of  the*  Criminal  Woman,  the  Working  Girl,  and  the  Efficient 
Working  Woman  in  a  Series  of  Mental  and  Physical  Tests.  Balti- 
more: Warwick  and  York,  Educ.  Psychol.  Monog.,  1916,  No.  14. 
Pp.  ZZ2. 

The  Woolley  tests,  supplemented  by  tests  of  writing,  reading,  following  direc- 
tions, some  of  the  Healy-Fernald  tests  and  mirror  tracing,  were  applied  to  88  in- 
mates of  the  Bedford  Hills  Reformatory  and  to  188  efficient  college  maids.  The 
results  from  the  studies  of  the  Bureau  of  Vocational  Guidance  at  Cincinnati  were 
available  for  comparison  are  presented  along  with  the  results  from  the  two 
groups   of   the   present    investigation    in    tables   and    charts. 

658.  Weigl,  F.     Intelligenzpriifung  von    Hilfsschiilern   nach   der  Testmethode. 

Beitr.  z.  Kinderfrschg.  und  Heilerzg.,  1913,  Heft.  111.  Also  Zsch. 
f.  Kinderfrschg.,  1913,  18,  374-380,  455-462,  509-530.  See  No.  352. 

659.  Wells,  F.    L.      Normal    Performance   in   the   Tapping   Test.     Amer.   J.   of 

Psychol..    1908,    19,   437-483. 

"This  is  an  attempt  to  further  standardize  a  psychological  measure  of  a  relatively 
high   degree   of  simplicity,   precision    and   responsiveness." 

660.  Wells,    F.    L.      Alternate    Methods    for    Mental    Examiners.      J.    of    Appl. 

Psychol.,  1917,  1,  134-143. 

Description  of  tables  of  alternate  material  demanded  by  many  types  of  investi- 
gation "a's  a  precaution  against  the  vitiation  of  results  through  the  subject's 
foreknowledge." 

661.  Whipple,  G.  M.     Reaction  Time  as  a  Test  of  Mental   .\bility.     Amer.  J. 

of  Psychol..   1904,   15,  489-498. 

An  attempt  to  show  "that  reaction-time  tests,  of  whatever  type,  cannot  be  suc- 
cessfully   used    in    tests    of    school    children    and    fail    to    indicate    mental    ability." 

63 


662.  Whipple,  G.  M.     Vocabulary  and    Word-Building  Tests.     Psychol.   Rev., 

1908,  15,  94-105. 

663.  Whipple,   G.   M.     A   Range    of   Information    Test.      Psychol.    Rev.,    1909, 

16,   347-351. 

Test  consists  of  100  selected  words  each  definitely  representative  of  some  specific 
field  of  knowledge   or   activity. 

664.  White,  W.  A.     Scheme  for  a  Standard  Minimum  Examination  of  Mental 

Cases    for    Use    in    Hospitals    for    the    Insane.      Amer.    J.    of    Insan., 
1910-11,  67,   17-24. 

665.  Whitley,   M.   T.      An    Empirical    Study    of    Certain    Tests    for    Individual 

Differences.     Arch,  of  Psychol.,  1911,  No.   19.     Pp.   146. 

About  45  simple  tests  investigated  and  criteria  upon  which  the  selection  of  tests 
should  be  based  discussed.  In  the  historical  review  lists  of  tests  used  by  former 
investigators  are  given. 

666.  Widen,  L.  E.     A  Comparison  of  the  Binet-Simon  Method  and  Two  Dis- 

crimination   Methods   for    Measuring   Mental   Age.      Thesis,    Graduate 
College,   Iowa   City,   1911. 

667.  Winch,  W.  H.    Some  New  Reasoning  Tests  Suitable  for  the  Mental  Ex- 

amination of  School  Children.    Brit.  J.  of  Psychol.,  1914,  7,  190-225. 

Tests  which  demand  insight  into  various  forms  of  logical  relation. 

668.  Winch,  W.   H.     Mental    Fatigue   in   Day   School    Children   as   Measured 

by  Immediate  Memory.     J.  of  Educ.  Psychol.,  1912,  3,  18-28,  75-82. 
Found    high    reliability    coefficients    in    tests    of   visual    and    auditory    memory    for 
letters.     Tested   a   group   of  13-year-old   boys   and    another   group  averaging   11    years 
of  age. 

669.  Winch,  W.  H.     Children's  Perceptions.     An  Experimental  Study  of  Ob- 

servation and   Report  in   School   Children.     Baltimore:    Warwick  and 
York,  Educ.  Psycol.  Monog.,  1914,  No.  12.     Pp.  245. 

"What  children  do  and  do  not  observe  at  different  stages  of  their  mental  develop- 
ment"   investigated   by   means   of   Stern's  "aussage"   test. 

670.  Winteler,  J.      Experimentelle    Beitrage   zu    einer    Begabungslehre.      Exp. 

Pad.,   1906,  2,   1-48,   147-247. 

Eight  10-year-old  boys  tested  by  free  and  controlled  association  tests. 

671.  Wissler,  C.     The   Correlation   of  Mental   and   Physical  Tests.      Psychol. 

Monog.,   1901,  3,   No.   16.     Pp.  62. 

"Laboratory     mental  tests     show     little     intercorrelation     in     the     case     of     college 

students."      All    the  coefficients    of    correlation    found    in    this    investigation    are 

brought  together  in  n  concluding  summary.  Sex  differences  in  each  test  con- 
sidered. 

672.  Woodrow,  H.,  and  Lowell,  F.     Children's  Association  Frequency  Tables. 

Psychol.   Monog.,  1916,  22,  No.  6.     Pp.   110. 

One   thousand   school   children    from  9  to   12  years   of  age    tested. 

673.  Woodrow,  H.     Practice  and  Transference  in  Normal  and  Feeble-Minded 

Children.     J.  of  Ednc.  Psychol.,  1917,  8,  85-96,  151-165. 

674.  Woodworth,    R.    S.,    and    Wells,    F.    L.      Association    Tests.      Psychol. 

Monog.,  1911,  13,  No.  57.     Pp.  85. 

A  part  of  the  "Report  of  the  Committee  of  the  American  Psychological  Association 
on  the  Standardizing  of  Procedure  in  Experimental  Tests,"  a  supplement  to  a 
former  report  by  that  committee.  Twenty  tests  studied,  each  being  applied  to  a 
small    number  of  subjects. 

64 


675.  Woolley,  H.  T.     The   Issuing  of   Working  Permits  and   its   Bearing  on 

Other  School  Problems.     School  and  Soc,  1915,  1,  726-733. 

Further  discussion  of  the  investigation  of  which  the  WooUey-Fischer  monograph 
reports  a  part.  The  tests  are  discussed  in  connection  with  the  comparison  of  the 
school  and  working  groups.  The  positive  correlation  between  the  tests  and  school 
grade   is   mentioned   in   connection    with   the   wage-earning   capacity    of   the-   children. 

676.  Woolley,   H.  T.     A   New   Scale   of   Mental   and   Physical    Measurements 

for  Adolescents,  and  Some  of  its  Uses.     J.  of  Educ.   Psychol.,  1915,  6, 
521-550. 

The  tests,  technique  for  their  administration  and  evaluation  described  in  the 
Woolley-Fischer  monograph.  Each  test  is  stated  in  terms  of  10  percentiles  for  girls 
and  boys  separately.  A  child  then  gets  his  rank  in  each  test  according  to  the 
group  within  which  his  records  fall.  The  results  given  in  percentiles  and  aver- 
ages  of  percentile    ranks    are   shown   in    tables   and   graphs. 

677.  Woolley,  H.  T.,  and  Fischer,  C.  R.     Mental  and  Physical  Measurements 

of  Working  Children.     Psychol.  Monog.,   1914,  18,  No.  11.     Pp.  247. 

The  larger  investigation,  of  which  this  monograph  reports  a  part,  originated  in  a 
desire  to  study  the  child  labor  problem.  This  report  is  concerned  with  the  re- 
sults obtained  by  testing  753  fourteen-year-old  children  when  they  came  for  their 
work  certificates  and  by  retesting  679  of  them  one  year  later.  The  technique  for  ad- 
ministering the  15  tests  (9  physical  and  6  mental),  and  for  evaluating  and  sum- 
marizing the  results  is  described  in  detail.  The  results  of  each  test  are  given 
in  both  tabular  and  graphical  form,  showing  the  child's  age,  sex.  grade,  and  school 
<^public  or  parochial).  Each  test  is  found  to  correlate  positively  with  school  grade. 
The  sexes  are  compared  in  connection  with  each  test.  Only  one  of  the  mental 
tests  gives  a  large  sex  difference — in  the  opening  of  the  puzzle  box  the  boys  are 
greatly  superior. 

678.  Wyatt,  S.     The  Inter-Relation  of  Memory.      I.    of   Exper.   Ped.,   1913-14, 

2,  292-298. 

Studies  intercorrelations  with  four  memory  tests  in  a  search  for  a  general  memory 
factor.   Result  negative. 

679.  Wyatt,  S.     The  Quantitative  Investigation   of  Higher  Mental   Processes. 

Brit.  J.  of  Psychol.,  1913,  6,  109-133. 

"The  primary  aim  of  this  investigation  has  been  to  ascertain  to  what  extent  dif- 
ferent   tests    correlate    with    a    subjective   estimate    of    intelligence." 

680.  Young,  H.  H.     Physical  and  Mental  Factors  Involved  in  the  Formboard 

Test.     Psychol.   Clin.,   1916,   10,  149-167. 

The  author  places  the  form  board  at  the  head  of  the  list  of  clinical  tests  because 
of  the  various  physical  and  mental  factors  involved  in  its  performance.  An  af;- 
tempt  is   made  to  include   in  one   chart   many   of  the   more   elementary    factors. 

681.  Young,  H.  H.    The  Witmer  Formboard.     Psychol.  Clin.,  1916,  10,  93-111. 

Descriptions  of  the  test  and  the  standard  method  of  giving  it.  Four  tables  show 
the  increase  of  form  board  ability  with  age.  the  necessity  of  half  yearly  norms 
up  to  age   13,  and  sex  differences. 

682.  Young,  M.  H.    Correlation  of  the  Witmer  Formboard  and  Cylinder  Test. 

Psychol.   Clin.,   1916,  10,  112-116. 

The  results  were  obtained  from  55  men  and  59  women,  undergraduate  students 
in   psychology.     The    correlation    is   not   high. 

683.  Yoakum,  C.  S.,  and  Calfee,  M.     An  Analysis  of  the  Mirror-Drawing  Ex-      . 

periment.     J.  of  Educ.   Psychol.,    1913,  4,  283-292. 

Mirror  drawing  used  to  test  quickness  of  learning  and  its  correlation  with  sex 
and   intelligence  studied. 

684.  Ziehen,  T,     Die  Ideenassoziation  des  Kindes.     Berlin:    Reuther  u.  Reich- 

ard,  1898.     Pp.  66. 

An  investigation  to  determine  the  nature  of  children's  associations  resulting  from 
a   given    initial   idea.     Children    from   8   to    14   years   of   age. 

65 


685.     Ziehen,  T.     Die   Prinzipieii  und  Methoden  der  Intelligeiizpriifung.     Ber- 
lin,  1911.     Pp.  94. 

(las.silication  and  description  of  the  questions   and   test.s   used   in   his   clinic. 

(In  the  following  section  the  name  of  the  test  is  given  in  bold-face  type. 

The   numbers   in    brackets   following   the   authors'   names   are    the    numbers   of 

the  articles  i)reviously  cited.) 

Adaptation  Board:    Goddard  (482),  Pintner  &  Paterson  (597). 

Arithmetical  Calculation:  Aitkins  &  Thorndike  (391),  Bonser  (409),  Brigham 
(417),  Burt  (422).  Chambers  (435).  Claparede  (439),  Descoeudres  (450), 
Franz  (467),  Hollingworth  (503),  Jeffrey  (516),  Jones  (520),  King  & 
M'Crory  (534).  Kitson  (540).  Maloney  (554),  Mullan  (570),  Pyle  (602), 
Scott  (620).  Simpson  (627),  Stecher  (629),  Strong  (635),  Terman  (640), 
Thorndike,  McCall  &  Chapman  (643),  Thorndike.  McCall  &  Ruger 
(644)    Wells    (660),   Wioodworth  &  Wells    (674),   Wyatt   (679). 

Association,  Controlled:  Aitkins  &  Thorndike  (391).  Anderson  &  Hilliard 
(392).  Bickersteth  (400),  Bingham  (406).  Bonser  (409),  Burt  (421,  422), 
Burt  &  Moore  (423).  Carley  (428),  Carpenter  (429),  Cattell  (431). 
Chambers  (435),  Chase  (437),  Chassel  (438),  Dana  (445),  English  (462). 
Haines  (493),  Healy  &  Fernald  (497),  Hollingworth  (503),  Hollingworth 
(505),  Huey  (507),  James  (511),  Jones  (519),  Jones  (520),  King  &  M'- 
Crory (534),  Kitson  (540),  Lipsky  (549),  Marvin  (557),  McCall  (560). 
Moore  (568),  Norsworthy  (574),  Pintner  (594,  595),  Pintner  &  Toops 
(599),  Pintner  (600),  Pyle  (602,  603),  Report  of  Committee,  Amer. 
Psychol.  Assn.  (606),  Ries  (607),  Rowland  &  Lowden  (614),  Rush 
(615).  Schmitt  (616),  Scott  (620),  Simpson  (627),  Strong  (635),  Sunne 
637),  Thorndike,  McCall  &  Chapman  (643).  Thorndike,  McCall  &  Ruger 
(644),  Vickers  &  Wyatt  (650),  Weidensall  (657),  Wells  (660),  White 
(664),  Whitley    (665),  Winteler   (670),  Woolley   (675),  Wyatt    (679). 

Association,  Free:  Andrews  (393),  Burt  &  Moore  (423),  Calkins  (426),  Cat- 
tell  &  Bryant  (432),  Cattell  (433),  Chase  (437).  Cornell  (443).  Dana 
(445),  Descoeudres  (450),  Eastman  &  Rosanofif  (458),  Franz  (467), 
Goett  (480)  Hollingworth  &  Poffenberger  (506),  Huey  (507),  Jastrow 
(512,  513),  Kelley  (525),  Kent  &  Rosanoff  (528),  Ley  &  Menzerath 
(546),  Manchester  (555),  Mead  (562),  Moore  (567),  Murphy  (572). 
Nevers  (573),  Otis  (577).  Pyle  (602,  603),  Report  of  Committee,  Amer. 
Psychol.  Assn.  (606),  Roemer  (609).  Rosanoff  &  Rosanoff  (610-a), 
Rosanoff  (611,  612).  Rowland  &  Lowden  (614).  Rusk  (615),  Seashore 
(621).  Tanner  (639),  Wells  (660),  White  (664),  Whitley  (665),  Win- 
teler (670).  Woodrow  &  Howell  (672),  Woodworth  &  Wells  (674), 
Ziehen   (684). 

Aussage:  Binet  Sz  Henri  (401)  Chase  (437),  Healy  &  i'ernald  (497).  Winch 
(669).  Woolley  &  Fischer  (677). 

Cancellation:  Aitkins  &  Thorndike  (391),  .Anderson  &  Hilliard  (392).  Bicker- 
steth (4(K)),  Bingham  (406),  Carpenter  (429),  Chambers  (435),  Chase 
(437).  Conway  (442).  Dana  (445),  Descoeudres  (450),  Doll  (452),  Ellis 
&  Bingham  (460),  Franz  (467).  Hollingworth  (503),  Huey  (507),  Kitson 
(540),  Kohnky  (541),  Link  (548).  Lipsky  (549).  Martin  (556),  Mead 
(562),  Norsworthy  (574).  Pintner  (595,  600),  Pintner  &  Toops  (599), 
Pyle  (602,  603),  Rowland  &  Lowden  (614),  Scott  (617)  Sharp  (625), 
Simpson  (627),  Sunne  (637),  Thorndike,  McCall  &  Chapman  (643), 
Weidensall  (657),  Wissler  (671),  Woodrow  (673).  Woodworth  &  Wells 
(674).  Woolley  (675),  Wyatt  (679). 

66 


Card  Sorting:  Burt  &  Moore  (423),  Calfee  (425),  Cornell  (443),  English  (462), 
Jastrow  (515).  Link  (548),  Weidensall  (657),  Whitley  (665).  Wood- 
row  (673). 

Color  Naming:  Bateman  (145),  Bingham  (406),  Cords  (179),  Garbini  (469), 
Heymans  &  Brugmans  (502),  Hollingworth  (503,  505),  Thorndike,  Mc- 
Call  &  Ruger  (643),  Warburg  (654,  655),  Whitley  (665),  Woodworth 
&  Wells   (674). 

Construct4on:  Bonner  (418),  Bruchner  (420),  Dearborn,  Anderson  &  Chris- 
tiansen (446),  Doll  (455),  Dunham  (457),  Goddard  (483),  Gwyn  (490), 
Haines  (493),  Healy  &  Fernald  (497),  Katzenellenbogen  (523).  Kelley 
(526),  Knox  (542,  543),  Paschal  (579),  Pintner  &  Paterson  (597),  Schmitt 
(616),  Stenquist  &  Thorndike  (631).  Weidensall  (657).  Woolley  & 
Fischer   (677). 

Deecription  of  Pictures:  Abelson  (390),  Binet  &  Henri  (401),  Carpenter 
(429),  Cohn  &  Dieflfenbacher  (440),  Descoeudres  (450).  Heyijians  & 
Brugmans    (502),    Monroe    (566),   Sharp    (625),    Strong    (633). 

Directions:  Bingham  (406),  Carley  (428),  Healy  &  Fernald  (497),  Huey 
(507),  Johnson  &  Gregg  (518),  Kitson  (540),  Link  (548),  Lipsky  (549), 
McCall  (560),  Pintner  &  Paterson  (590),  Pintner  (595),  Pintner  & 
Toops  (599),  Scott  (620).  Weidensall  (657),  Wells  (660).  Woodworth 
&  Wells   (674),  Woolley  &  Fischer  (677). 

Form-Board:  Dearborn,  Anderson  &  Christiansen  (446),  Doll  (456),  Goddard 
(481.  483).  Haines  (493).  Ide  (509),  Jones  (520),  Katzenellenbogen 
(523).  Kephart  (531),  Luckey  (553),  Norsworthy  (574),  Paschal  (579). 
Pintner  &  Paterson  (588.  591,  597),  Strong  (635).  Sylvester  (638), 
Wallin   (651.  652,  653).  Young  (680,  681,  682). 

Ink  Blots:  Binet  &  Henri  (401),  Kirkpatrick  (535),  Knox  (544).  Parsons 
(578).  Pyle    (602.  603).  Sharp    (625). 

Knox  Cubes:    Conway   (442),  Mullan   (570),  Pintner  &  Paterson    (586,  597). 

McDougall's    Spot    Pattern:     Bickersteth    (400),    Burt    (421),    English    (462). 
Goudge  (486). 

Mirror  Drawing:    Burt    (421),  Calfee    (425),   Stecher   (629),   Weidensall    (657),  i^ 
Yoakum  (683). 

Movement,  Accuracy:  Abelson  (390),  Bagley  (395).  Bickersteth  (400),  Burt 
(421),  Burt  &  Moore  (423),  Cattell  &  Farrand  (430),  Conway  (442), 
Descoeudres  (450),  Ellis  &  Bingham  (460),  English  (462),  Franz  (467), 
Gates  (475),  Gilbert  (477),  Gould  (487).  Healy  &  Fernald  (497).  Link 
(548),  Simpson  (627),  Stecher  (629).  Terman  (640),  Wissler  (671). 

Movement,  Rate:  Abelson  (390),  Bagley  (395),  Bickersteth  (400),  Bingham 
406),  Burt  (421).  Burt  &  Moore  (423).  Cattell  &  Farrand  (430),  Eng- 
lish (462),  Franz  (467),  Gilbert  (477).  Healy  &  Fernald  C497),  Kelly 
(524),  Kirkpatrick  (535),  Kohnky  (541).  Lahy  (545),  Link  (548),  Pyle 
(603).  Seashore  (621).  Stecher  (629).  Terman  (640).  Weidensall  (657), 
Wells   (659),  Whitley   (665). 

Movement,  Steadiness:  Bagley  (395).  Conway  (442),  Gates  (475).  Lahy  (545), 
Link    (548).   Stecher    (-629),    Weidensall    (657). 

67 


Physical  Measurements:  Bingham  (406),  Burt  (423),  Calfee  (425),  Carley 
(428).  Cattell  (430),  Chambers  (435),  Franz  (467),  Gilbert  (477),  Huey 
(507).  I^hy  (545)  Pyle  (603),  Strong  (635).  Weidensall  (657),  Wissler 
(671). 

Picture  Completion:  Descoeudres  (450),  Franz  (467).  Gwyn  (490),  Healy  & 
Fernald  (497).  Healy  (498).  Heilbronner  (499),  Kent  (530),  Lindley 
(547),  Pintner  &  Anderson  (596),  Pintner  &  Paterson  (597),  Schmitt 
(616). 

Puzzles:  Bingham  (406,  417),  Burt  &  Moore  (423),  Chase  (437),  Chassel 
(438),  Descoeudres  (450),  Healy  &  Fernald  (497),  Jones  (519).  Kent 
(529,  530).  Kitson   (540),  Schmitt   (616),  Terman    (640),  Wells    (660). 

Range  of  Information:  Bell  (399).  Claparede  (439),  Haberman  (492),  King 
532,  534).  Scott  (617).  Sunne  (637),  Whipple  (663),  White  (664). 

Reaction  Time:  Burt  &  Moore  (423)  Cattell  &  Farrand  (430),  Chase  (437), 
Franz  (467),  Gates  (475),  Hoilingworth  (503,  505),  Lahy  (545).  Rowland 
(613),  Whipple  (661),  Whitley  (665),  Woodworth  &  Wells   (674). 

Repetition,  Discrete  Elements:  Anderson  (392).  Bickersteth  (400),  Binet  & 
Henri  (401),  Bingham  (406).  Bolton  (407),  Bond  &  Dearborn  (408), 
Bourdon  (412).  Burt  (421,  422),  Burt  &  Moore  (423).  Carpenter  (429), 
Cattell  &  Farrand  (430).  Chambers  (434,  435).  Chase  (437).  Claparede 
(439),  Cohn  &  Dieffenbacher  (440),  Conway  (442).  Cornell  (443),  Dana 
(445),  Descoeudres  (450),  English  (462),  Franz  (467).  Galton  (468). 
Gates  (471,  472,  474),  Gordon  (485),  Haberman  (492),  Healy  &  Fernald 
(497)  Hentschel  (501),  Heymans  &  Brugmans  (502),  Humpstone  (508), 
Jacobs  (510),  James  (511).  Jones  (519,  520).  Kitson  (540).  Kohnky 
(541),  Lipsky  (549),  Marvin  (557),  Mead  (562),  Meumann  (563),  Mul- 
hall  (569),  Mullan  (570).  Norsworthy  (574),  Pintner  (594,  600),  Pintner 
&  Paterson  (598),  Pyle  (602,  603),  Report  of  Committee  Amer.  Psychol. 
Assn.  (606).  Rowland  (613),  Rowland  &  Lowden  (614),  Scott  (617), 
Sharp  (625).  Thompson  (627).  Strong  (635),  Weidensall  (657).  Wells 
(660),  White  (664).  Whitley  (665).  Wissler  (671).  W^oolley  (675). 
Wyatt    (678.  679). 

Repetition,  Ideas:  Abelson  (390),  Bickersteth  (400).  Bingham  (406).  Brigham 
(417).  Carley  (428),  Carpenter  (429),  Chase  (437),  Conway  (442), 
Dana  (445).  English  (462),  Franz  (467),  Gassmann  iSc  Schmidt  (470), 
Gates  (473).  Gordon  (485).  Haberman  (492),  Haines  (493).  Healy  & 
Fernald  (497),  Henderson  (500),  Huey  (507),  King  &  M'Crory  (534), 
Kitson  (540).  Lodge  &  Jackson  (551).  Marvin  (557).  Mullan  (570). 
Peterson  (583),  Pyle  (602,  603).  Report  of  Committee,  Amer.  Psychol. 
Assn.  (606),  Rowland  &  Lowden  (614),  Schmitt  (616).  Scott  (617). 
Sharp  (625),  Shaw  (626),  Simpson  (627),  Strong  (635).  Travis  (649), 
Weidensall  (657).  White  (664),  Whitley  (665).  Wissler  (671).  Woollev 
(678). 

Reproduction  Designs:  Cattell  &  Farrand  (430),  Conway  (442).  Haberman 
(492),  Mulhall   (569),  Mullan   (570),  White   (664).  Whitley   (665). 

Sensory  Discrimination:  Abelson  (390).  Bickersteth  (400),  Bingham  (406), 
Bond  &  Dearborn  (408),  Burt  (421.  422).  Burt  &  Moore  (423),  Cattell 
&  Farrand  (430),  Cattell  (431).  Chase  (437).  Descoeudres  (450),  Eng- 
lish   (462).    Gates    (471,    474,    475).    Gilbert    (477).    Kelley    (524),    Knox 

68 


(543),  Link  {54S),  Peterson  &  Doll  (582),  Pintner  &  Anderson  (589), 
Report  of  Committee,  Amer.  Psychol.  Assn.  (606),  Rowland  (613),  Scott 
(617),  Seashore  (621,  622),  Seashore  &  Mount  (624),  Simpson  (627), 
Spearman  (628),  Stevenson  (632),  Wissler  (671). 

Sentence  Building:  Binet  &  Henri  (401),  Burt  (422),  Giese  (476),  Kitson 
(540),  Meumann  (564),  Pyle  (602),  Rowland  &  Lowden  (614),  Sharp 
(625). 

Sentence  Completion:  Bickersteth  (400).  Bonser  (413).  Burt  (422),  Burt  & 
Moore  (423),  Chassel  (438),  Cohn  &  Dieffenbacher  (440),  Dana  (445), 
Ebbinghaus  (459),  Franz  (467),  Haines  (493),  Heymans  &  Brugmans 
(502),  King  &  M'Crory  (534),  McCall  (560),  Miles  &  Butterworth 
(565),  Jones  (579),  Pintner  (592),  Scott  (617),  Simpson  (627),  Sten- 
quist,  Thorndike  &  Trabue  (631)  Terman  (640),  Thorndike,  McCall  & 
Ruger  (644),  Trabue  (648),  Vickers  &  Wyatt  (650),  Weidensall  (657), 
White,  (664),  Woolley  (675),  Wyatt   (679). 

Substitution:  Anderson  &  Hilliard  (392),  Baldwin,  (396),  Brigham  (417).  Car- 
ley  (428).  Carpenter  (429),  Chassel  (438),  Dearborn  &  Brewer  (447), 
Gates  (471.  474),  Gray  (488),  Haines  (493),  Healy  &  Fernald  (497), 
Kohnky  (541),  Lough  (552),  Pintner  &  Paterson  (587,  593,  597,  600), 
Pintner  (595),  Pintner  &  Toops  (599),  Pyle  (602,  603),  Schmitt  (616), 
Sunne  (637),  Thorndike  (642),  Weidensall  (657),  Woodworth  &  Wells 
(674),  Woolley  (675). 

SuggestibiUty:  Binet  (403),  Bingham  (406),  Brigham  (417),  Doll  (453),  Gil- 
bert (477),  Giroud  (479),  Hollingworth  (503).  Lahy  (545),  Pear  &  Wyatt 
(581),  Rowland  (613,  614),  Town  (647). 

Vocabulary:  Bonser  (411),  Boyd  (415),  Claparede  (439),  Cornell  (443), 
Descoeudres  (450),  Gregor  (489),  Haberman  (492),  King  &  Gold  (532), 
Kirkpatrick  (536),  Thompson  &  Smith  (641).  Town  (646).  Wells  (660). 
Whipple    (662). 

Vocational  Miniature:  Hollingworth  (504),  Hollingworth  &  Poffenberger 
(506),  McComas  (561). 

Word  Building:  Chassel  (438),  Dana  (445),  Franz  (467),  Heymans  &  Brug- 
mans (502),  Kitson  (540),  Pintner  (594,  595).  Pyle  (602.  603),  Whipple 
(662),  Wyatt  (679). 

C.     Statistical  Methods 

686.  Betz,    W.      Ueber    Korrelation       Methode    der    Korrelationsberechnung 

und  kritischer  Bericht  iiber  Korrelations-Untersuchungen  aus  dem 
Gebiete  der  Intelligenz,  der  Anlagen  und  Beeinflussung  durch 
aiissere  Umstande.  Zsch.  f.  angew.  Psychol.  (Beihefte  3),  1911. 
Pp.  88. 

687.  Borel,   fi.      Elements    de    la    theorie    des    probabilites.      Paris:     Herman, 

1909. 

688.  Bowley,  A.  L.     Elements  of  Statistics.     London:    King,  1907. 

689.  Brinton,   W.   C.      Graphic    Methods    for    Presenting    Facts.      New    York 

Engineering  Magazine  Co.,   1917.     Pp.  XII  -|-  371. 

690.  Brown,  W.    The  Use  of  the  Theory  of  Correlation  in  Psychology.     Cam- 

bridge, England,   1910.     Pp.  83. 

69 


691.  Brown,  W.     The  Essentials  of  Mental   Measurement.     Cambridge   Univ. 

Press,   1911.     Pp.  154. 

692.  Brown,  W.     The   Effects   of  "Observational   Errors"   and  other   Factors 

upon    Correlation    Coefficients    in    Psychology.      Brit.    J.    of    Psychol., 
1913,  6,  223-238. 

693.  Burt,    C.      Experimental     Tests    of    General     Intelligence.       Brit.    J.    of 

Psychol.,  1909,  3,  94-177. 

694.  Davenport,  C.  B.     Statistical  Methods.     New  York,  1904.     Pp.  148. 

695.  Dunlap,  K.     Obtaining  the  Mean  Variation  with  the  Aid  of  a  Calculating 

Machine.     Psychol.  Rev.,  1913,  20,  154-157. 

696.  Elderton,  W.  P.,  and  E.  M.     Primer  of  Statistics.     London:    Black,  1910. 

697.  Elderton,  W.  P.     Frequency  Curves  and  Correlation.     London:    Layton, 

1906. 

698.  Hart,  B.,  and  Spearman,  C.     General  Ability,  its  Existence  and  Nature. 

Brit.  J.  of  Psychol.,  1912,  5,  51-84. 

699.  Heymans,    G.,   und    Wiersma,    E.      Beitrage    zur    speziallen    Psychologie 

auf    Grund    einen    Massenuntersuchung.      Zsch.    f.    Psychol.,    1906,    42, 
81-127,  258-301;   1906,  43,  321-373;   1907.  45,  321-333;   1909,  51,  1-72. 

700.  Kelley,  T.  L.     Tables  to  Facilitate  the  Calculation  of  Partial  Coefficients 

of    Correlation    and    Regression    Equations.      Univ.    of    Texas    Bull., 
1916,  No.  27.     Pp.  53. 

701.  King,  W.  I.     The   Elements    of  Statistical    Method.      New   York:     Mac- 

millan,  1917. 

702.  Krueger,  F.,  and  Spearman,  C.     Die  Korrelation  zwischen  verschiedenen 

geistigen  Leistungsfiihigkeiten.     Zsch.  f.  Psychol.,  1906,  44,  50-114. 

703.  Maxfield,  F.  N.     Some  Mathematical  Aspects  of  the  Binet-Simon  Tests. 

J.  of  Educ.   Psychol.,  1918,  9,  1-12. 

704.  Rossolimo,  G.     Mental   Profiles.     A  Quantitative   Method  of  Expressing 

Psychological    Processes    in    Normal    and    Pathological    Cases.      J.    of 
Exp.  Ped.,  1911,  1,  211-214. 

705.  Rugg,   H.   O.     Statistical    Methods    Applied    to   Education.      New   York: 

Houghton,   Mifflin,   1917.     Pp.  XVIII   -f  410. 

706.  Ruml,  B.     The   Reliability  of  Mental  Tests  in  the  Division  of  an   Acad- 

emic Group.     Psychol.  Monog.,  1917,  24,  No.  105.     Pp.  63. 

707.  Ruml,  B.    The  Measurement  of  the  Efficiency  of  Mental  Tests.     Psychol. 

Rev.,  1916,  23,  501-507. 

708.  Spearman,     C.      "Footrule"     for     Measuring     Correlation.       Brit.     J.     of 

Psychol.,   1906,  2,  89-109. 

709.  Spearman,  C.     General    Intelligence   Objectively  Determined   and   Meas- 

ured.    Amer.  J.  of  Psychol.,  1904,  15,  202-292. 

710.  Spearman,    C.      The    Proof    and    Measurement    of    Association    Between 

Two  Things.     Amer.  J.  of  Psychol.,   1904,  15,  72-101. 

711.  Stern,  W.     Die  Differentielle  Psychologie  in  ihren  Methodischen  Grund- 

lagen.     Leipzig,   1911. 

712.  Titchener,  E.  B.     Experimental  Psychology.     V^ol.  II.     New  York:    Mac- 

millan,  1905. 

70 


713.  Thompson,   G.    H.      A    Hierarchy    Without   a    General    Factor.      Brit.    J. 

of  Psychol.,  1915-17,  8,  271-281. 

714.  Thorndike  E.  L.     An  Introduction  to  the  Theory  of  Mental  and  Social 

Measurements.     New   York,  Teachers   College,   Columbia   Univ.,    1913. 
Pp.  XI   -f  277. 

715.  Whipple,    G.    M.      Manual    of    Mental    and    Physical    Tests.      Baltimore: 

Warwick   and    York.     2nd    Edition,   Vol.    I,    Simpler    Processes,    1914. 
Pp.  XVI  -f  365.     Vol.  II,  Complex  Processes,  1915.     Pp.  336. 

716.  Woodworth,  R.   S.     Combining  the  Results  of  Several  Tests.     A  Study 

in  Statistical  Method.     Psychol.  Rev..  1912,  19,  97-123. 

717.  Yule,   G.   U.     An   Introduction   to   the    Theory    of   Statistics.      London: 

Griffin,  1917.     Pp.  XV  +  382. 


71 


III.     Group  Tests 

718.  Adler,  M.     Mental  Tests  Used  as  a  Basis  for  the  Classification  of  School 

Children.     J.  of  Educ.  Psychol.,  1914,  5,  22-28. 

70  first  grade  pupils  and  89  fourtli  grade  pupils  were  tested  and  assigned  to  the 
advanced  regular  section  of  tlieir  grade  in  accordance  with  their  standing  in 
the   tests. 

719.  Baldwin,  B.  T.     The  Learning  of  Delinquent  Adolescent  Girls  as  Shown 

by  a   Substitution  Test.     J.  of  Educ.   Psychol.,   1913,  4,  317-332. 

The  substitution  test  suggested  by  Gray  was  used.  Performances  of  negro  and 
white    girls    compared. 

720.  Bell,  J.  C.     Mental  Tests  and  College  Freshmen.     J.  of  Educ.   Psychol., 

1916,  7,  381-399. 

Correlation  between   university   grades   and   scores   for  different   tests. 

721.  Bell,  J.  C.     A  Detailed  Study  of  Whipple's  Range  of  Information  Test. 

J.  of  Educ.  Psychol.,  1917,  8,  475-482. 

The  object  of  the  study  was  to  ascertain  how  each  group  of  students,  consisting  of 
the   four   college   classes,   responded    to   each   word   of   the   test. 

723.  Bickersteth,    M.    E.     The    Application    of    Mental    Tests    to    Children    of 

Various  Ages.     Brit.  J.  of  Psychol.,  1917,  9,  23-73. 

2,500  subjects — 12  tests.  Study  of  following  correlations  included:  Mental  age  with 
physical  age;  motor  tests  with  mental  tests;  intellectual  ability  with  ability  to 
profit  by  learning.  Compares  town  and  country  children.  Concludes  that  "the 
same  test  applied  at  different  ages  has  greater  diagnostic  value  than  a  series 
of   externally   graded   tests." 

724.  Bonser,  F.  G.,  Bvirch,  L.  H.,  and  Turner,  M.  R.     Vocabulary  Tests  as 

Measures  of  School  Efficiency.     School  and  Soc,  1915,  2,  713-719. 

The  Kirkpatrick  and  a  new  list  of  words  were  used.  Children  of  several  schools 
compared.  The  writers  believe  that  the  superiority  of  one  school  in  these  tests 
was  due  to  its  curriculum  and  method  of  work  which  were  "shot  through  and 
through  with  social  motives,  values  and  ideals." 

725.  Bowler,  A.  C.     The  Trabue  Completion  Test  as   Applied  to   Delinquent 

Girls.     J.  of  Exp.  Psychol.,  1916,  1,  533-539. 

By  the  application  of  Trabue's  original  list  to  256  girls  a  "practical  graded  series 
short  enough   to  be   completed   in   fifteen  or   twenty   minutes"   was  obtained. 

726.  Bradford,  E.  J.  G.     A  Psychological  Analysis  of  School  Grading.     J.  of 

Exp.  Ped..  1913-14,  2,  431-440. 

Two  groups  of  tests  used,  one  demanding  analysis  of  visual  forms,  the  second  be- 
ing tests  of  association  and  memory.  Correlations  of  the  tests  with  each  other, 
of  the  groups  with  each  other  and  of  the  groups  and  individual  tests  with  school 
grades   studied. 

727.  Chambers,  W.  G.     Individual   Diflferences  in   Grammar   Grade   Children. 

J.  of  Educ.  Psychol.,  1910,  1,  61-75. 

Physical,   psychological    and  pedagogical   tests  used. 

728.  Dearborn,  W.  F.,  and  Brewer,  J.  M.     Methods  and  Results  of  a  Class 

Experiment  in  Learning.     J.  of  Educ.  Psychol.,  1918,  9,  63-82. 

Substitution  test  based  on  the  code  test.  General  principles  illustrated  by  the 
experiment. 

730.     Gates,  A.  I.     Correlations  and  Sex  Differences  in  Memory  and  Substitu- 
tions.    Univ.  of  Calif.  Publ.  in  Psychol.,  1916,  1,  245-250. 

197    students    in    elementary    psychology   were   tested. 

72 


731.  Gates,  A.  I.  Variations  in  Efficiency  During  the  Day,  Together  with 
Practice  Effects,  Sex  Differences  and  Correlations.  Univ.  of  Calif. 
Pub.  in  Psychol.,  1916,  2  (No  1),  1-156. 

Til.  Gates,  A.  I.  The  Mnemonic  Span  for  Visual  and  Auditory  Digits.  J. 
of  Exp.  Psychol.,  1916,  1,  393-403. 

One  purpose  of  the  work  was  to  find  the  e.xact  memory  span  of  a  number  of  in- 
dividual.*;.    About    165   college    students   underwent   the   tests. 

IZl.  Gates,  A.  I.  Experiments  on  the  Relative  Efficiency  of  Men  and  Women 
in  Memory  and  Reasoning.     Psychol.  Rev.,  1917,  24,  139-146. 

For  three  consecutive  years  a  pair  of  questions  was  given  as  the  regular  weekly 
examination  on  class  work,  the  first  demanding  reproduction  of  facts  and  the 
second  application  of  facts  and  principles.  To  corroborate  the  memory  results  a 
test  of  immediate  and  delayed  reproduction  of  details  of  a  short  newspaper  clio- 
ping  was  given. 

734.  Gray,  C.  T.     A  New  Form  of  Substitution  Test.     J.  of   Educ.   Psychol., 

1913,  4,  293-297. 

The  article  calls  "attention  to  a  form  of  the  substitution  test  which  may  be  used 
for  testing  a  higher  type  of  learning  than  that  involved  in  most  forms  already 
adopted."     The  test  was  suggested   by   a  wig-wag  signalling  code. 

735.  Hill,  D.   S.     An  Experimental  Study  of  Delinquent  and  Destitute  Boys 

in  New  Orleans,  and  Notes  Concerning  Preventative  and  Ameliorative 
Measures  in  the  United  States.  New  Orleans:  Published  by  the  Com- 
mission Council,  1914.     Pp.   130. 

A  detailed  study  of  61  delinquent  boys.  These  were  examined  individually  by 
the  form  board,  Binet-Simon,  color-naming  and  aussage  tests,  and  as  a  group  by 
the    Ebbinghaus-Terman    completion    test    and    Courtis-Heck    arithmetic    test. 

736.  Humpstone,  H.  J.     Some  Aspects  of  the  Memory  Span  Test.     A  Study 

in     Associability.       Philadelphia:     The     Psychol.     Clinic     Press,     1917. 

Pp.  31. 

"The  purpose  of  this  experiment  was  to  see  how  the  memory  span  could  be  em- 
ployed for  diagnostic  purposes."  About  3,300  subjects— grammar  school  pupils, 
trades  school  boys  and  college  students— were  tested  for  their  memory  span  for 
digits. 

737.  James,  B.  B.     Correlations  of  Mental  Tests  and  Scholarship.     School  and 

Soc,  1918,  7,  238-239. 

Fivfe  tests  given  at  the  beginning  of  the  school  year.  The  author  concludes  that 
a  teacher  may  get  a  knowledge  of  his  pupils  "which  will  make  the  rest  of  the 
semester's  work  easier  for  him  and  more   satisfactory  to   all   concerned." 

738.  Lawrence,   I.      A   Study   of  the    Binet   Definition   Tests.     Psychol.    Clin., 

1911-12,  5,  207-216. 

784   children    given    a    written    examination    in    Binet's    1908    definition    tests. 

739.  Lipsky,  A.     School  Guidance  by  Mental  Tests.    School  and  Soc,  1916,  3, 

320-324. 

Correlations  between  certain  mental  tests  and  success  in  foreign  language  work 
studied.  The  tests  used  were  a  specially  devised  memory  test,  some  of  the  Wood- 
worth   and   Wells    "Association   Tests,"    and    a    cancellation    test. 

740.  Lobsien,    M.      Intelligenzpriifungen    auf    Grund    von    Gruppenbeobacht- 

ungen.     Langensalza:    Beltz,  1914.     Pp.  59. 

Forty  pupils  about  ten  years  of  age  tested  by  the  group  method.  That  method 
of  testing  compared  with  the  individual  method.  Correlations  between  teachers' 
estimates  and  test  results  studied. 

741.  Lodge,    R.    C,    and    Jackson,    J.    L.      Reproduction    of    Prose    Passages. 

Psychol.  Clin.,  1916,  10,  128-145. 

A  study  of  immediate  memory.  Includes  a  study  of  age  and  sex  differences  and 
a   comparison   of  qualitative    and    quantitative   methods   of   scoring. 

11 


742.  McCall,    W.    A.      Correlation    of    Some    Psychological    and    Educational 

Measurements.     New  York:    Columbia  Univ.,  Teachers   College  Con- 
trib.  to  Educ,  1916,  No.  79.     Pp.  87. 

Study  of  results  obtained  by  testing  88  children  from  two  6B  classes  in  a  New 
V'ork    City    public    school.      An   extended   experiment    in   group    testing. 

743.  Mead,  C.   D.     The   Relations  of  General   Intelligence  to  Certain   Mental 

and   Physical  Traits.     New  York:    Columbia   Univ.,  Teachers    College 

Contrib.   to   Educ,   1916.     Pp.   117. 

A  comparative  study  of  normal  and  feebleminded  children  as  regards  age  of 
walking  and  talking,  height  and  weight,  strength  of  grip  and  dextrality,  percep- 
tion (cancellation  test)  and  memory  for  related  and  unrelated  words.  Thir 
feebleminded  children  were  also  tested  for  ability  to  form  abstract  notions  and 
for  power  of  association. 

744.  Mulhall,  E.  F.     Tests  of  the  Memories  of  School  Children.     J.  of  Educ. 

Psychol.,   1917,  8,  294-302. 

Following  problems  investigated:  Improvement  with  age  and  grade  and  sex  dif- 
ference  in    achievement   and   variability. 

745.  Pear,   T.   H.,  and  Wyatt,   S.     The   Testimony  of    Normal  and    Mentally 

Defective  Children.     Brit.  J.  of  Psychol,  1913-14,  6,  387-419. 

An    interesting   and    very    carefully   worked-out   "event"    test    used. 

746.  Peterson,    H.   A.      The    Generalizing    Ability    of    Children.      J.    of    Educ. 

Psychol.,  1914,  5,  561-570. 

Uescril)cs    new   tests    for    generalizing    ability.      Age    differences    studied. 

747.  Peterson,  J.     The  Efifect  of  Attitude  on  Immediate  and  Delayed  Repro- 

duction:   A  Class  Experiment.     J.  of  Educ.  Psychol.,  1916,  7,  523-532. 

An   attempt  to  determine  quantitatively   the  effect  of  the   attitude  "intent  to  learn." 

748.  Pintner,  R.,  and  Paterson,  D.  G.    A  Class  Test  with  Deaf  Children.    J.  of 

Educ.  Psychol.,  1915,  6,  591-600. 

The  Digit-Symbol  Test  applied  as  a  class  test  to  325  pupils  in  a  school  for  the 
deaf.  Pyle's  norms  used  as  a  basis  of  comparison.  See  "Learning  Tests  with 
Deaf  Children." 

749.  Pintner,    R.,   and    Paterson,    D.    G.      A    Measurement    of    the    Language 

Ability  of  Deaf  Children.     Psychol.   Rev.,  1916,  23,  413-436. 

570  deaf  children  tested  with  Scale  A  of  the  Trabue  Language  scale.  Language 
ability  is  studied  in  relation  to  the  method  of  instruction  used,  whether  oral 
or  manual,  and  the  congenital  deaf  are  compared  with  the  adventitious  deaf. 
"After  thirteen  years  of  instruction  the  language  ability  of  the  average  deaf 
child  does  not  reach  that  of  a   fifth-grade   pupil   in  our  hearing   schools." 

750.  Pintner,  R.,  and  Paterson   D.   G.     Learning   Tests   with    Deaf   Children. 

Psychol.  Monog.,  1916,  20,  No.  88.     Pp.  57. 

Two  substitution  tests,  the  digit-symbol  and  the  symbol-digit,  were  applied  to 
1,000  deaf  children.  The  author  concludes  that  the  deaf  child  is  about  three  years 
behind  the  hearing  child  in  learning  ability. 

751.  Pintner,   R.     A   Mental   Survey  of  the    School   Population    of   a   Village. 

School  and  Soc,  1917,  5,  597-600. 

An  attempt  to  use  group  tests  "for  a  rough  mental  survey  of  a  school  system." 
154  children  tested.  Tests  employed:  Rote  memory,  digit-symbol,  symbol-digit, 
word   building   and   easy   opposites. 

752.  Pintner,    R.     The    Mentality    of   the    Dependent    Child,    together    with    a 

Plan    for   a   Mental    Survey   of   an    Institution.     J.    of   Educ.   Psychol., 
1917,  8,   221-238. 

Advocates  a  group  of  well-standardized  class  tests  for  the  first  rough  grading 
according   to   mentality    and    for    carrying   on    mental    surveys    on    a    large    scale. 

74 


753.  Pintner,  R.,  and  Toops,  H.  A.     A  Mental  Survey  of  the  Population  of  a 

Workhouse.     J.  of  Delinq.,  1917,  2,  278-287. 

A  demonstration  of  the  "practical  advantage  of  the  group  test  method  for  mental 
survey  purposes."  The  group  tests  used  were  the  digit-symbol,  opposites,  can- 
cellation,  easy   directions   and  hard  directions. 

754.  Pyle,  W.  H.    The  Examination  of  School  Children.     A  Manual  of  Direc- 

tions and  Norms.     New  York:    Macmillan,  1913.     Pp.  70. 

Group  tests  for  the  examination  of  all  the  children  of  a  school  system.  Physic  il 
tests  also  included. 

755.  Pyle,  W.   H.     A   Study   of  Delinquent   Girls     Psychol.    Clin.,   1914-15,  8, 

143-148. 

The  mental  tests  were  the  group  tests  described  in  the  author's  manual  and  two 
Ebbinghaus  tests.  About  240  girls  examined.  The  results  are  compared  with  those 
obtained  from  public  school  girls.  A  close  relation  between  mental  defect  and 
crime   is    indicated. 

756.  Pyle,  W.  H.     The  Mind  of  the  Negro  Child.     School  and  Soc,  1918,  1, 

357-360. 

408  negro  children  tested  and  their  norms  compared  with  those  of  white  children. 
The  tests  were  substitution,  free  and  controlled  association,  memory  for  ideas  and 
discrete   elements,    ink-blots,   cancellation    and    word-buildings. 

757.  Pyle,  W.  H.     A  Psychological  Study  of  Bright  and  Dull   Pupils.     J.   of 

Educ.   Psychol.,  1915,  6,  151-156. 

Subjects  selected  according  to  school  markings  for  the  year.  It  is  concluded  that 
significant  mental  differences  between  bright  and  dull  pupils  "can  be  ascertained 
by   means   of   simple   group   tests." 

758.  Reaney,  M.  J.     The   Correlation  between   General  Intelligence  and  Play 

Ability  as  Shown  in   Organized   Group   Games.     Brit.  J.   of  Psychol., 
1914,  7,  226-252. 

Finds  a  definite  correlation.  Includes  suggestions  concerning  the  organized  game 
as    a   part   of  the    school   curriculum. 

759.  Scott,  C.  A.     General  Intelligence  or  "School  Brightness."     J.  of   Educ. 

Psychol.,   1913,  4,  509-524. 

A  study  of  the  intercorrelation  between  the  average  of  six  tests,  teachers'  judg- 
ments after  six  months'  acquaintance,  and  the  judgments  of  the  students  them- 
selves. "It  would  seem  that  by  means  of  such  tests  the  teacher  is  placed  in  the 
position  of  distinct  advantage  in  getting  more  quickly  to  understand  the  nature 
and   capacity   of  his    pupils." 

760.  Stenquist,  J.  L..,  Thorndike,  E,  L.,  and  Trabue,  M.  R.     The  Intellectual 

Status  of  Children  Who  are  Public  Charges.     Arch,  of  Psychol.,  1915, 
No.  33.     Pp.  52. 

To  183  boys  and  82  girls,  9  to  16  years  of  age,  were  applied  four  tests— the  Stea- 
quist  test  of  mechanical  ability,  the  Trabue  completion  test,  the  Goddard  revision 
of  the  Binet  scale,  and  a  reading  test. 

761.  Thorndike,  E.  L.,  McCall,  W.  A.,  and  Chapman,  J.  C.     Ventilation  in 

Relation    to    Mental    Work.      New    York:     Columbia    Univ.,    Teachers 
College  Contrib.  to  Educ,  1916,  No.  78.     Pp.  83. 

The  tests  employed  were  the  Woodworth-Wells  color-naming  test  and  two  of  their 
cancellation  tests,  Holiingworth's  list  of  hard  opposites,  a  Thorndike  addition 
test  and  a  mental  multiplication  test.  The  results,  as  far  as  the  effect  of  ventila- 
tion   is    concerned,    are    consistently    negative. 

762.  Thorndike,  E.  L.,  McCall,  W  A.,  and  Ruger,  G.  J.     The  Effect  of  Out- 

side Air  and  Recirculated  Air  upon  the  Intellectual  Achievement  and 
Improvement  of  School  Pupils.     School  and  Soc,  1916,  3,  679-684. 

88  New  York  City  children  of  6B  grade  were,  by  the  application  of  six  tests, 
divided  into  two  groups  of  approximately  equal  ability.  One  of  these  groups  was 
then    assigned    to   a   room   in   which   ventilation    was    by    means    of   outside    air    and 

75 


the  other  to  a  room  in  which  recirculated  air  was  used.  Each  group  was  then 
subjected  to  an  extensive  experiment  in  group  testing,  occupying  one-half  hour 
every    school    day    for    about    three    months. 

763.  Thorndike,   E.    L.,   and   Ruger,   G.   J.     The    Effects    of   Outside    Air   and 

Recirculated  Air  Upon  the  Intellectual  Achievement  and  Improve- 
ment of  School  Pupils.  A  Second  Experiment.  School  and  Soc, 
1916,  4,  260-264.  See  No.  762. 

764.  Trabue,  M.  R.     Completion  Test  Language  Scales.    New  York:    Colum- 

bia. Univ.,  Teachers  College  Contrib.  to  Educ,  1916,  No.  11.     Pp.  118. 

A  development  of  the  Ebbinghaus  completion  tests.  A  series  of  standardized 
scales  in  which  the  steps  are  approximately  equal.  The  statistical  methods  em- 
ployed in  deriving  the  scales  and  in  measuring  the  intervals  between  the  steps  are 
presented. 

765.  Sunne,  D.    The  Relation  of  Class  Standing  to  College  Tests.    J.  of  Educ. 

Psychol.,  1917,  8,  19-211. 

The  object  of  the  testing  was  to  compare  the  achievement  of  Newcomb  College  girls 
with   results   obtained   elsewhere  and   to   correlate   the   tests  with   their  class  grades. 

766.  Thompson,   G.  H.,  and  Smith,   F.  W.     The   Recognition   Vocabulary  of 

Children.     Brit.  J.  of  Psychol.,  1915,  8,  48-51. 

Reports  tests  of  467  children,  ranging   in  age  from  9  to  14. 

767.  Travis,  A.     Reproduction   of   Short   Prose   Passages:     A   Study   of   Two 

Binet  Tests.     Psychol.   Clin.,   1915-16,  9,  189-209. 

An  experiment  in  group  testing  on  69  men  and  59  women. 

768.  Vickers,  W.,  and  Wyatt,  S.     Grading  by  Mental  Tests.     J.  of  Exp.  Ped., 

1913,  2,  187-197. 

Three   tests    studied,   analogies,   opposites    and    sentence   completion. 

769.  Winch,   W.   H.     Mental    Fatigue   in    Day   School    Children    as    Measured 

by  Immediate  Memory.     J.  of  Educ.  Psychol.,  1912,  3,  16-28,  75-82. 

Found  high  reliability  coefficients  in  tests  of  visual  and  auditory  memory  for 
letters.  Tests  a  group  of  13-year-old  boys  and  another  group  averaging  11  years 
of  age. 

770.  Winch,  W.   H.     Some   New   Reasoning   Tests    Suitable   for   the    Mental 

Examination  of  School  Children     Brit.  J.  of  Psychol.,  1914,  7,  190-225. 

Tests   which    demand   insight   into  various   forms   of   logical   relation. 

771.  Woodrow,  H.,  and  Lowell,  F.     Children's  Association  Frequency  Tables. 

Psychol.  Monog.,  1916,  22,  No.  6.     Pp.   110. 

One  thousand  school  children  from  9  to  12  years  of  age  tested. 

772.  Woodrow,  H.     Practice  and  Transference  in  Normal  and  Feeble-Minded 

Children.     J.  of  Educ.   Psychol.,   1917,  8,  85-96,   151-165. 
IIZ.     Wyatt,   S.     The  Inter-Relation  of  Memory.     J.   of  Exper.   Ped.,   1913-14, 
2,  292-298. 

Studies  intercorrelations  with  four  memory  tests  in  a  search  for  a  general  memory 
factor.     Result   negative. 

774.  Yerkes,  R.  M.,  and  Burtt,  H.  E.  The  Relation  of  Point  Scale  Measure- 
ments of  Intelligence  to  Educational  Performance  in  College  Students. 
School  and  Soc,  1917,  5,  535-540. 

By  the  use  of  lantern  slides  and  special  record  blanks  the  scale  was  adapted  to 
the  demands  of  group  testing.  Correlations  with  educational  performance  and  sex 
differences    studied. 


76 


IV.     RESULTS  OF  APPLICATION 
I.     With  Children  (Not  Feeble-minded) 

775.  Abelson,   A.  R.      The    Measurement    of    Mental    Ability    of    "Backward" 

Children.     Brit.  J.  of  Psychol.,   1911,  4,  268-314.  See  No.  390. 

776.  Adler,  M.     Mental  Tests  Used  as  a  Basis  for  the  Classification  of  School 

Children.     J.  of  Ediic.  Psychol.,  1914.  5,  22-28.  See   No.   718. 

m.     Aikens,  H.  A.,  and  Thomdike,  E.  L.     Correlation  among  Perceptive  and 
Associative  Processes.     Psychol.  Rev.,  1902,  9,  374-382.        See  No.  391. 

778.  Anderson,   H.  W.,   and  Hilliard,   G.   H.     The   Standardization   of   Certain 

Mental  Tests  for  Ten-Year-Old  Children.     J.  of  Educ.   Psychol.,  1916, 
7,  400-413.  See  No.  392. 

779.  Andrews,    M.      .\n    investigation    into    the    Rate    of    Mental    Association. 

J.  of  Educ.   Psychol.,   1917,  8,  97-142.  See   No.   393. 

780.  Anonymous.     Mental   Examinations.     Albany,   N.   Y.:  The   Capitol,   Eu- 

genics and  Social  Welfare  Bull.,  No.  11.     Pp.  IZ. 

Reports  on  the  mental  examination  of  orphan  asylum  children,  delinquent  girls 
and  women,  public  school  children,  Indian  children,  a  special  class  of  defective 
children   and   a   re-examination   of  37  children   after  a    lapse   of  ten   months. 

781.  Anonymous.     Report  on  the  Failures  in  the  Public  Schools  of  Norfolk, 

Va.,   in   the   February   Examinations.     Training   School    Bull.,    1913,   9, 
156-158. 

Tables  showing  the  relation  between  mental  retardation  as  determined  by  tie 
Binet    scale   and   the    number   of   times   failed. 

782.  Ash,    I.    E.      The    Correlates    and    Conditions    of    Mental    Inertia.      Ped. 

Sem.,    1912,   19,  425-437. 

An  attempt  to  measure  objectively  "independence  and  originality  in  observation 
and  interpretation,"  and  their  relation  to  promptness,  rank  and  general  attitude 
in  school.  850  eighth  grade  pupils  tested  with  five  pairs  of  questions — one  of  each 
pair  requiring  simply  "book  learning,"  the  other  original  work.  "Persistence  in 
type,"  that  is  the  tendency  of  independence  in  one  situation  to  obtain  in  others 
also,   is  more  pronounced  in   boys  than   in   girls. 

783.  Bagley,    W.   C.      On    the    correlation    of    Mental    and    Motor    Ability    in 

School  Children.    Amer.  J.  of  Psychol.,  1901,  12,  193-205.       See  No.  395. 

784.  Bateman,  W.  G.     The  Naming  of  Colors  by  Children.     The  Binet  Test. 

Ped  Sein.,  1915,  22,  469-486.  See  No.  145 

785.  Bell,  C.  F.     Another  Experience  with  the  Binet  Test.     Training  School 

Bull.,   1913.  10,  77-78.  See  No.  146. 

786.  Berry,  C.  S.     A  Comparison  of  the  Binet  Tests  of- 1908  and  1911.     J.   of 

Educ.  Psychol..  1912,  3,  444-451.  See  No.  148. 

787.  Berry,  C.  S.     Eighty-two  Children  Retested  by  the  Binet  Tests  of  Intel- 

ligence.    Psychol.  Bull.,  1913,  10,  77-78.  See  No.  150. 

788.  Bickersteth,  M.    E.     The    Application    of    Mental   Tests    to    Children    of 

Various  Ages.     Brit.  J.  of  Psychol,,  1917,  9,  2Z-1Z.  See  No.  400. 

789.  Binet,  A.      Psychologie   individuelle.      La   description   d'un    objet.     Annee 

psychol.,  1896,  3,  296-332.  See  No.  405. 


790.  Binet,    A.      Attention    et    adaptation.      Annee    psychol.,    1899,    6,   248-404. 

Sec  No.  402. 

791.  Binet     A.       La     suggestibilite.       Paris:      Schleicher.     1900.       Pp.     396. 

See   No.  403. 

792.  Binet,  A.     L'fitude    experimentelle   de   I'intelligence.      Paris:     Schleicher, 

1903.     Pp.  309.  See   No.   7. 

793.  Binet,  A.,  et  Simon,  T.     Application  des  methodes  nouvelles,  au  diagnos- 

tic du  niveau  intellectual  chez  des  enfants  normaux  et  anormaux 
d'hospice  et  d'ecole  primaire.  Annee  psychol.,  1905,  11,  245-336. 
See  No.  10. 

794  Block,  E.,  und  Preiss,  A.  Ueber  Intelligenzpriifung  an  normalen  Volks- 
schulkindern  nach  Bobertag  (methode  Binet-Simon).  Zsch.  f.  angew. 
Psychol.,  1912,  6,  £39-547. 

79  boys  and  76  girls  tested.     Girls  found  decidedly  inferior  to  boys. 

795.  Bobertag,  O.     Ueber  Intelligenzpriifungen  (nach  der  Methode  von  Binet 

und  Simon).  I.  Methodik  und  Ergebnisse  der  einzelnen  Tests.  Zsch. 
f.  angew.  Psychol.,  1911,  5,  105-203.  II.  Gesamtergebnisse  der  Meth- 
ode.    Zsch.  f.  angew.  Psychol.,  1912,  6,  495-538.  See  No.  165. 

796.  Bolton,  T.  L.     The   Growth   of   Memory  in   School   Children.     Amer.  J. 

of  Psychol.,  1891-2,  4,  362-380.  See  No.  407. 

797.  Bonser,  F.  G.     The  Reasoning  Ability  of  Children  of  the  Fourth,  Fifth 

and  Sixth  Grades.  New  York:  Columbia  Univ.,  Teachers  College 
Contrib.  to  Educ,  1910,  No.  2,7.     Pp.   113.  See  No.  409. 

798.  Bonser,  F.  G.     The   Selective   Significance   of  Reasoning  Ability  Tests. 

J.  of  Educ.  Psychol.,  1916,  7,  187-200.  See  No.  410. 

799.  Bonser,   F.    G.,   Burch,    L.    H.,   and   Turner,    M.    R.      Vocabulary   Tests 

as  Measures  of  School  Efficiency.  School  and  Soc,  1915,  2,  713-719. 
See   No.   411. 

801.  Bourdon,  B.     Influence  de  I'age  sur  la  memoire  immediate.     Revue  Phil., 

1894,  38,  148-167.  See  No.  412. 

802.  Bowler,  A.  C.     A   Picture  Arrangement  Test.     Psychol.   Clin.,    1917,    11, 

37-54.  See   No.   414. 

803.  Boyd,  W.     Definitions  in   Early  Childhood.     Child  Study.  1914,  7,  66-70. 

See  No.  415. 

804.  Bradford,  E.  J.  G.     A  Psychological  Analysis  of  School  Grading.  J.  of 

Exp.  Ped.,  1913-14,  2,  431-440.  See  No.  416. 

805.  Bridges,  J.  W.,  and  Coler,  L.  E.     The  Relation  of  Intelligence  to  Social 

Status.     Psychol.   Rev.,  1917,  24,  1-31.  See   No.   171. 

806.  Brigham,  C.   C.     An    Experimental    Critique    of   the    Binet-Simon   Scale. 

J.  of  Educ.  Psychol.,  1914,  5,  439-448.  See  No.  172. 

807.  Brigham,  C.  C.     Two  Studies  in   Mental  Tests:    I.   Variable   I^^actors  in 

the  Binet  Tests.  II.  The  Diagnostic  Value  of  Some  Mental  Tests. 
Psychol.  Monog.,  1917,  24,  No.   1.     Pp.  254.        .        See  No.  173. 

808.  Bronner,  A.    F.     The    Psychology   of   Special    .Abilities   and    Disabilities. 

Boston:    Little,  Brown,  1917.     Pp.  269.  See  No.  419. 

809.  Bruckner,    L.,    and    King,    I.      A    Study    of    the    Fernald    Form-Board. 

Psychol.  Clin.,  1915-16,  9,  249-257.  See  No.  420. 

78 


810.  Burt,    C.      Experimental    Tests    of    General     Intelligence.       Brit.    J.    ot 

Psychol.,  1909-10,  3,  94-177.  See  No.  421. 

811.  Burt,   C.      Experimental    Tests    of    Higher    Mental    P'rocesses    and    their 

Relation  to  General  Intelligence.  J.  of  Exp.  Ped.,  1911-12.  1,  93-112. 
See  No.  422. 

812.  Burt,  C,  and  Moore,  R.  C.     The   Mental   Differences  between   the   Sexes. 

J.  of  Exp.   Ped.,  1911-12,  1,  273-284.  355-388.  See  No.  423. 

813.  Bush,   A.    D.     Binet-Simon   Tests    of   a   Thirty-Nine-Months-Old    Child. 

Psychol.  CHn.,  1913-14,  7,  250-257. 

All   the   four-year-old   tests   passed   and   some  from   superior   age    levels. 

814.  Call,  A.  D.     Dr.  Dawson's  Inductive  Study  of  School  Children.     Psychol. 

Clin.,   1912-13,   6,  61-68. 

The  causes  of  school  backwardness  analyzed  by  the  use  of  physical  and  mental 
tests.     48  children  were   tested,   four  to   five   hours  being   given   to   each   child. 

815.  Campbell,  C.  M.    The  Subnormal  Child— A  Survey  of  the  School  Popula- 

tion in  the  Locust  Point  District  of  Baltimore.  Mental  Hyg..  1917, 
1,  96-147. 

A  district  in  which  industrial  conditions  keep  the  majority  of  the  families  "close 
to  the  poverty  line."  More  than  half  the  children  were  tested  with  the  Goddard 
Revision  of  the  Binet-Simon  scale. 

816.  Carey,   N.      Factors    in    the    Mental    Processes    of    School    Children.      1 

Visual  and  Auditory  Imagery.  II.  On  the  Nature  of  Specific  Mental 
Factors.  III.  Factors  Concerned  in  School  Subjects.  Brit.  J.  of 
Psychol.,  1915.  7,  453-73;  1915,  8,  70-92;  1916,  8,  170-182.  See  No.  23. 

817.  Carley,  L.  A.     Mental  Tests  and  Practical  Judgment.     J.  of  Crim.  Law 

and  Criminol..  1915-16,  6,  249-259.  See  No.  428. 

818.  Carpenter,  D.  F.     Mental  Age  Tests.     J.  of  Educ.  Psychol..  1913,  4,  538- 

544.  See  No.  429. 

819.  Chambers,    W.    G.      Memory    Types    of    Colorado    Pupils.      J.    of    Phil., 

Psychol,  and  Sci.  Methods,  1906,  3,  231-234.  See   No.   434. 

820.  Chambers,  W.   G.     Individual    Differences  in   Grammar   Grade   Children. 

J.  of  Educ.  Psychol.,  1910,  1,  61-75.  See  No.  435. 

821.'  Chapman,  J.  C.  Individual  Differences  in  Ability  and  Improvement 
and  their  Correlations.  New  York:  Columbia  Univ..  Teachers  Col- 
lege Contrib.  to  Educ,  1914,  No.  63.     Pp.  45.  See  No.  436. 

822.  Claparede,   E.     Developpement    (age)    et   Aptitude.      Extrait   du    Bulletin 

de  la  Societe  pedagogique.  Genevoise.     Mars,  1916.  See  No.  439. 

823.  Cohn,  J.,  und  Dieffenbacher,  J.     Untersuchungen  iiber  Geschlecht-Alters- 

und  Begabungs-Unterschiede  bei  Schiilern.  Beiheften  zur  Zsch.  f. 
Angew.  Psychol.,  1911,  Heft.  2.     Pp.  213. 

824.  Collins,  E.  R.     The   Correlation   of  Secondary   School   Grades  with   Cer- 

tain Standard  Mental  Tests  as  Evidence  of  General  Intelligence.  Bull, 
of  the  State  Normal  School,  Moorhead.  Minn..  1914,  10,  No.  4. 
See  No.  441. 

825.  Conway,  C.  E.     Performance   Norms   for  Thirteen  Tests.     The   Capitol, 

Albany,  N.  Y.  Eugenics  and  Social  Welfare  Bull.,  No.  8,  1917.  Pp.  142. 
See  No.  442. 

826.  Cords,    R.      Die    Farbenbenennung    als    Intelligenzpriifung    bei    Kindern. 

Zsch.  f.  pad.  Psychol..  1910.  11.  311-314.  See  No.  179. 

79 


827.  Cornell,  C.  B.     A  Graduated  Scale   for   Determining  Mental   Age.     J.   of 

Educ.  Psychol.,  1917.  8,  539-549.  See  No.  443. 

828.  Coxe,  W.  E.     The   VVoolley  Tests  Applied  to  a   Prevocational    Class   of 

Boys.     School  Rev.,  1916,  24,  521-532.  See  No.  444. 

829.  Cruchet,  R.     Les  tests  de  Binet  dans  le  tout  Jeune  age.     j.   of  med.  de 

Bordeaux,  1912,  42,  17-32.  See  No.  183. 

The    scale   is   unsatisfactory   for    young   children. 

830.  Cunningham,  K.  S.     Binet  and   Porteus  Tests   Compared.     Examination 

of    One    Hundred    School    Children.      J.    of    Educ.    Psychol.,    1916,    7, 
552-556. 

831.  Decroly,  O.,  et  Boulenger.     Les  tests  mentaux  chez  I'enfant.     2.   Congr. 

de  Nciirol,,   Bruxelles,   1907. 

832.  Decroly,  O.,  et  Degand,  J.     Le  mesure  de  I'intelligence  chez  les  eiifants. 

2.  contribution  critique.     La  methode  de   De  Sanctis.     Archiv.  intern, 
d'hyg.   scaloire,   1904,  4,  230-303.  See  No.  186. 

833.  Decroly,     O.    .    Intelligenzmessungen     bei     normalen     und     abnormalen 

Kindern.      2.    Kongr.    exper.    I'sychol.,    Wiirzburg,    1906.    pp.    187-193. 
Leipzig:   Barth.   1907.  See   No.    188. 

834.  Decroly,  O.,  et  Degand,  J.    Le  mesure  de  I'intelligence  chez  des  enfants 

normaux  d'apres  les  tests  de  MM.  Binet  et  Simon.    Arch,  de  Psychol., 
1909-10,  9,  81-108.  See  No.  191. 

835.  Decroly,  O.,  and  Degand,  J.     Tests  Bearing  on  the  Early  Ideas  of  Num- 

ber  antl    Quality.      Tr.   and   abridged    by    T.    G.    Tibbey.      Child    Study, 
1913,  6,   125-127.  See   No.   448. 

836.  Descoeudres,   A.     Les    tests   de   Binet   et    Simon   et    leur    valeur   scolaire. 

Arch,  de  Psychol.,  1911,  11,  331-350.  See  No.  197. 

837.  Dockerill,  W.   H.  A.,  and  Fennings,  A.  J.     A   New  Test   of  Reasoning. 

J.  of  Exp.   Ped.,  1914,  2,  356-361.  See    No.   451. 

838.  Dumville,  B.     A  Trial   of  Binet's  Tests  on   Five-Year-Olds.     J,   of  Exp. 

Pedag.,   1913,  2,   113-118. 
89  subjects. 

839.  Dunham,  F.  L.    The  Arrow  Board.     An  Adult  "Form-Board"  Test.     Ped. 

Sem..   1916,  23,  283-289.  See  No.  457. 

840.  Dougherty,   M.    L.      Report    on    the    Binet-Simon    Tests    Given    to    Four 

Hundred  and  Eighty-three  Children  in  the   Public  Schools  of  Kansas 
City,   Kansas.     J.  of  Educ.   Psychol.,   1913,  4,  338-352. 

841.  Ebbinghaus,  H.     Ueber  eine  neue  Methode  zur  Prufung  geistiger  Fahig- 

keiten   und  ihre  .\nwendung  bei  Schnlkindern.     Zsch.  f.   Psychol.,  1897, 
13,  401-459.  See   No.  459. 

842.  Engelsperger,  A.,  und  Ziegler,  O.     Beitrage  zur  Kenntnis  der  ohysischen 

und  psychischen   Natur  des  Sechsjahrigen   in  die  Schule  eintretenden 
Kinder.     Exp.  Pad..  1905.  1,  173-235;  2,  49-95. 

Investigated   200   children    in    Munich. 

843.  English,  H.  B.     An   Experimental  Study   of  Mental   Capacity   of   School 

Children,    Correlated    with     Social    Status.      Psychol.     Monog.,     1917, 
23  (No.  3),  266-331.  See   No.  462. 

844.  Ferguson,    G.    O.      The    Psychology    of    the -Negro.      .An    Experimental 

Study.     Arch,  of  Psychol..  1916,  No.  36.     Pp.   138.  See    No.    463. 

80 


845.  Fraser,  K.     The  Use  of  the  Binet-Simon  Tests  in  Determining  the  Suit- 

ability of  a  Child  for  Admission  to  a  Special  School.     School  Hygiene, 
1913,  4,  77-88. 

846.  Garbini,    A.      Evoluzione    del    Senso    Cromatico    nella    Infanzia.      Arch. 

per  I'antrop.  e  la  etnol.,  Vol.  24,  71-98,  193-220.  See    No.    469. 

847.  Garrison,   C.   G.,  Burke,   A.,   and  HoUingworth,   L.    S.     The    Psychology 

of  a  Prodigious  Child.     J.  of  Appl.  Psychol.,  1917,  1,  101-110. 
The    Stanford    Revision   of   Binet-Simon    scale    was    used    to   determine    the    child's 
mental    level.      His    physical    measurements    and    personal    history    are    also    given. 

848.  Gassman,  E.,  und  Schmidt,  E.     Das  Nachsprechen  von   SJitzen  in  seiner 

Beziehung   zur   Begabung.      Experimentelle   Untersuchungen  iiber   den 

Sprachlichen    AufYassimgsumfang    des    Schulkindes.      fWiss.  Beitr.    z. 

Pad.  u.  Psychol..  Heft.  3.)     Leipzig:  Quelle  u.  Meyer.   1913.  Pp.   101. 
See   No.   470. 

849.  Giese,  F.     Die  Dreiwortmethode  bei  Intelligenzpriifungen.     Zsch.  f.  pad. 

Psychol..  1913,  14,  524-534,  550-555.  See  No.  476. 

850.  Gilbert,  J.  A.     Researches  on  the  Mental  and  Physical  Development  of 

School  Children.     Yale  Psychol.  Studies,  1894,  2,  40-100.        See  No.  477. 

851.  Giroud,  A.     fitude  d'un  procede  nouveau  pour  la  mesure  du  niveau  intel- 

lectuel.     Bull.  Soc.  libre  fitude  psychol.  de  I'Enfant.   1911.  11,  156-169. 
See  No.  478. 

852.  Giroud,  A.     La  suggestibilite  chez   des  enfants  d'ecole   de   sept  a   douze 

ans.     Annee  psychol.,  1912,  18,  362-388.  See    No.   479. 

853.  Goddard,    H.    H.      Two    Thousand    Normal    Children    Measured    by    the 

Binet  Measuring  Scale  of  Intelligence.     Ped.  Sem.,  1911,  18,  232-259. 

The  results  arrange  themselves  on  a  normal  curve  of  distribution  which,  accord- 
ing to  the  author,  "amounts  to  practically  a  mathematical  demonstration  of  the 
accuracy    of   the    tests." 

854.  Goddard.,   H,   H.      Echelle   metrique   de    I'intelligence.      Resultats    obtenus 

en   Amerique,  a   Vineland.     Annee  psychol.,   1912,   18,  288-326. 

Similar  report  to  that  on  the  "Two  Thousand  Normal  Children  Measured  by  the 
Binet    Measuring    Scale   of   Intelligence." 

855.  Goddard,  H.     The   Form   Board  as   a   Measure   of   Intellectual   Develop- 

ment in  Children.    Training  School  Bull.,  1912,  9,  49-52.  See  No.  481. 

856.  Goett,  T.     Assoziationsversuche  an   Kindern.     Zsch.   f.   Kinderheilkunde, 

1911,  1,  241-345.  See  No.  480. 

857.  Gordon,  K.     A  Study   of  an    Imagery   Test.     J.    of   Phil.,   Psychol,    and 

Sci.  Methods,  1915,  12,  574-579.  See  No.  484. 

858.  Gordon,  K.     Some  Tests  on  the  Memorizing  of  Musical  Themes.     J.  of 

Exp.  Psychol.,  1917,  2,  93-99.  See  No.  485. 

859.  Gregor,   A.     Untersuchungen    iiber  die    Entwicklung  einfacher   logischer 

Leistungen.     Zsch.  f.  angew.  Psychol.,  1915,  10,  339-451.         See  No.  489. 

Children  and  adults  tested  as  to  their  ability  to  define  various  concrete  and 
abstract   terms. 

860.  Healy,  W.     A  Picture   Completion   Test.     Psychol.   Rev..    1914.   21,    189- 

203.  See  No.  498. 

861.  Henderson,  E.  N.    A  Study  of  Memory  for  Connected  Trains  of  Thought. 

Psychol.  Monog.,  1903,  5,  No.  6.     Pp.  87.  See  No.  500. 

862.  Hentschel,  M.     Die   Gedachtnisspanne.     Zsch.  f.  pad.  Psychol.,   1912,   13. 

562-579.  See    No.    501. 

81 


863.  Heymans,    G„    und   Burgmans,    H.   J.   T.    W.      Intelligenzpriifungen    mit 

Studierenden.     Zsch.  1.  aiigew.  Psychol.,  1913,  7,  317-331.       See  No.  233. 

864.  Hicks,  V.  C.    The  Value  of  the  Binet-Simon  Mental  Age  Tests  for  First 

Grade  Entrants.     ].  of  Educ.  Psychol.,   1915.  6,  157-166. 

The  subjects  were  the  entire  membership  of  a  kindergarten.  34  in  all.  The  details 
of   the    comparison    are    presented    in    tabular   form. 

865.  Hoffman,   A.     Vergleichende    Intelligenzpriifungen    an    Vorschiilern    und 

Volksschulern.     Zsch.  f.  angew.  Psychol.,  1913-14,  8,  102-120. 

91  children  from  the  Volksschule  and  65  from  the  Vorschule  were  tested  with  Bober- 
tag's  modification  of  the  Hinet-Simon  scale.  The  latter  did  almost  twice  as  well 
as  the  former  in  tests  above  their  age  level.  The  results  for  the  two  schools  about 
equal    in    tests   at    the   age    level. 

866.  Hoke,    K.    J.      Placement    of    Children    in    the    Elementary    Grades.      A 

Study  of  the  Schools  of  Richmond,  Va.  Washington:  Bureau  of  Educ. 
Bull..  1916,  No.  3.     Pp.  93. 

The  last  30  pages  present  a  detailed  statistical  study  of  the  application  of  the 
Binet   tests   to   743   children. 

867.  Humpstone,  H.  J.     Some  Aspects  of  the   Memory  Span  Test.     A  Study 

in  Associability.  Philadelphia:  The  Psychol.  Clinic  Press,  1917. 
Pp.   1.  See  No.  508. 

868.  Ide,  G.   G.     The   Witmer   Formboard   and   Cylinders   as  Tests   for   Chil- 

dren Two  to  Six  Years  of  Age.  Psychol.  Clin.,  1918,  12,  65-88. 
See    No.   509. 

Conclusions  with  regard  to  (1)  "the  age  level  of  these  tests,"  (2)  "their  clinical 
value,"  (3)  "the  earliest  passing  age,"  (4)  "analytic  determination  of  the  causes 
of  failure"  and  (5)  "the  value  of  their  employment  as  tests  of  educability."  Case 
studies. 

869.  Irwin,   E.   A.      A    Study    of   the    Feeble-minded    in    a    West    Side    School 

in  New  York  City.     Training  School  Bull.,  1913,  10,  67-76. 

Survey  of  a  school  situated  in  the  midst  of  American-born  tenement  dwellers. 
Classification  of  301  children  by  the  Binet  scale  and  an  intensive  study,  with  the 
emphasis  on    heredity,   of   those   who   were   found   to   he   feebleminded. 

870.  Irwin,   E.   A.      Truancy:    A    Study   of   the    Mental.    Physical    and    Social 

h'actors  of  the  Problem  of  Non-Attendance  at  School.  Public  Educ. 
Assoc,   New  York   City,  1915.     Pp.  66. 

A  study  of  150  truants  with  an  intensive  investigation  of  54  cases,  classified  as 
borderline   l>y   the   application   of   the   Binet   scale. 

871.  Jacobs,     J.        Experiments     in      Prehension.        Mind.     1887.      12,     75-79. 

See   No.   510. 

872.  James,  B.  B.     Correlations  of  Mental  Tests  and  Scholarship.     School  and 

Soc,   1918.  7,  238-239.  See   No.  511. 

873.  Jeffrey,  G.  R.     Some  Observations  on  the  use  of  the  "Reckoning  Test" 

in  School  Children.  J.  of  Experimental  Ped.,  1911,  1,  392-396. 
See  No.  516. 

874.  Jeronutti,    A.      .A.pplicai;ionc    della    "Scala    metrica    dell'    intelligenza"    di 

Binet  e  Simon,  e  dei  "reattivi"  di  Sante  De  Sanctis,  per  Taccertamento 
del  grado  dell'  intelligenza  nei  fanciulli  normale  e  del  grado  d'insuffi- 
cienza  mentale  nei  fanciulli  anormalie  deficienti  Esperienze,  com- 
pa'-azionie  critiche.     Ri vista  Pedagog..  1909,  3,  263-281.  See  No.  244. 

875.  Jeronutti,  A.     Ricerche  psicologiche  sperimentali  sugli  alunni  molto  in- 

telligenti.     Lab.  di   Psicol.   Sperim.   della   Reg.   Univ.    Roma,    1912. 

Out  of  fifteen   hundred  school   and   kindergarten   children,   ages  five  to  twelve,   four- 

82 


I 


teen  were  selected  by  the  teachers  as  the  brightest.  The  Minet  test  showed  them 
to   be   from  one   to  three   years   in   advance   of  their   chronological   ages. 

876.  Johnson,  K.  L.    M.  Binet's  Method  for  the  Measurement  of  Intelligence. 

Some  Results.  J.  of  Exper.  Pedag.,  1911-12.  1,  24-31.  Also  School 
World,   1910,  12,  391-392. 

218  girls,    ranging   in    age   from    6    to    16,    tested.      Criticisms.     "It    may    be    that    the 
spirit   of   the    tests   is   foreign    to   our   children,   and    that    the    English   rendering  re 
quires   to   be   less   of  a    translation." 

877.  Johnson,  R.  H.,  and  Gregg,  J.  M.     Three  New  Psychometric  Tests.     Ped. 

Sem..  1912.  19,  201-203.  See  No.  518. 

878.  Jones,  E.  E.     Individual  Differences  in  School  Children.     Psychol.  Clin.. 

1912-13.  6,  241-251.  See  No.  520. 

879.  Kelley,  T.  L.     .\  Constructive  Ability  Test.     J.  of  Educ.   Psychol.,   1917. 

7,    1-16.  See    No.   526. 

880.  Kelley,   T.    L.      Educational    Guidance.      An    Experimental    Study    in    the 

Analysis  and  Prediction  of  Ability  of  High  School  Pupils.  New 
York:  Columbia  Univ.,  Teachers  College  Contrib.  to  Educ,  1914. 
Pp.  116. 

Correlated  his  tests  with  elementary  school  marks  and  with  high  school  marks, 
thus  testing  the  reliability  of  estimates  of  a  pupil's  ability  to  perform  a  task. 

881.  Kelly,  R.  L.     Psycho-Physical  Tests  of  Normal  and  .\bnormal  Children — 

A    Comparatve    Study.      Psychol.    Rev.,    1903,    10,   345-372. 

882.  Kent,  G.  H.     A  Graded  Series  of  Colored  Picture  Puzzles.     J.  of  Exper. 

Psycol.,   1916.  1,  242-246.  See  No.  530. 

883.  Kent,    G.    H.      .\    Graded    Series    of    Geometrical    Puzzles.      J.    of    Exper. 

Psychol..  1916.  1,  40-50.  See  No.  529. 

884.  Kephart,   A.    P.      Clinical    Studies    of   Failures    with    the    Witmer    Form- 

board.     Psychol.   CHn..   1918,   11,  229-253.  See   No.    531. 

885.  Kirkpatrick,  E.  A.     Individual  Tests  of  School  Children.     Psychol.  Rev., 

1900.    7,  274-280.  See    No.    535. 

886.  Kirkpatrick,  E.  A.     A  Vocabulary  Test.     Pop.  Sci.  Mo..  1907,  70,  157-164. 

887.  Knox,   H.  A.     A  Test   for   Adult   Imbeciles   and   Six-Year-Old    Normals. 

N.  Y.  Med.  J.,  1913,  98,  1017-1018.  See  No.  542. 

888.  Kohnky,  E.     Preliminary  Study  of  the  Effect  of  Dental  Treatment  Upon 

the  Physical  and  Mental  Efificiency  of  School  Children.  J.  of  Educ. 
Psychol.,  1913.  4,  571-578.  See  No.  541. 

889.  Kohs,  S.  C.     Practicability  of  the  Binet  Scale  and  Question  of  the  Border- 

line Cases.     Training  School  Bull.,  1916,  12,  211-224, 

Frequency  distribution  of  335  cases  examined  by  the  Binet  scale.  Case  studies 
and  a  discussion  of  supplementary  tests.  Gives  the  lower  and  upper  limiting 
ages  of  borderlinity  for  cases  investigated.  Finds  Binet  entirely  satisfactory  for 
purposes    of   mental    diagnosis. 

890.  Kuhlman,    F.      .\    Revision    of    the    Binet-Simon    System    for    Measuring 

the  Intelligence  of  Children.  J.  of  Psycho-Asthen.,  Monog.  Suppl.. 
1912,  No.  1.    Pp.  41.  See   No.   262. 

891.  Kuhlmann,  F.     Some   Results   of   Examining  a   Thousand   Public   School 

Children  with  a  Revision  of  the  Binet-Simon  Tests  of  Intelligence 
by  Untrained  Examiners.  J.  of  Psycho-.\sthen.,  1914.  18,  150-179, 
233-269.  See  No.  264. 


892.  Lacy,   W.   I.      A    Study    of   880   Children    in    Bloomington,    Ind.,    Tested 

by  the  Binet  Scale.     School  and  Soc,  1917,  6,  206-209. 

The  Binet-Goddard  .scale  was  used.  The  author  compares  his  results  with  those 
Terinan    found   with    his    1,000   unselected   pupils. 

893.  Lacy,  W.  I.     A  Study  of  100  Retarded  Fourth   Grade  Pupils  Tested  by 

the  Binet  Scale.     Psychol.  Clin..  1918,  12,  16-23. 

The  Stanford  Revision  used  with  "slow  process  children  of  the  4th  grade."  On 
the  basis  of  the  results  it  is  recommended  that  intelligence  tests  be  used  for 
promotion,  that  the  I.  Q.  should  be  found  for  all  children  as  an  aid  in  adapting 
subject  matter  and  methods  of  instruction  to  intellectual  capacity  and  that  white 
and    colored    cliildren    be    placed   in    separate    schools. 

894.  Lapie,    P.      .\vances    et    retardes.      Annee    psychol.,    1912,    18,    233-270. 

See  No.  68. 

895.  Lawrence,  I.     A   Study   of   the    Binet    Definition    Tests.      Psychol.    Clin., 

1911-12,  5,  207-216. 

784  children    given   a    written    examination    in    Hinet'.s    1908   definition    tests. 

896.  Lickley,  E.  J.     Causes  of  Truancy   Among  Boys.     Los  Angeles:    Univ. 

of    Southern     California     l^ress.       Sociological     Monog.,     1917,    No.    3. 
Pp.  12. 

Based  on  the  study  of  1,554  truants.  Binet-Simon  test.s  were  given  to  122  of  them. 
About    four   times    as    much    feeblemindedness    as   among   regular    school    pupils. 

897.  Lipman,    O.      The    Examination    of    Intelligence    in    Children.      School 

World,   1910,  12,  366-369. 

Includes  a  "diagram  showing  the  general  agreement  in  the  results  of  observations 
with   school   children"  by   Bohertag,   Binet  and   Simon,   McDougall,   and   Galton. 

898.  Lipsky,  A.    School  Guidance  by  Mental  Tests.    School  and  Soc,  1916,  3, 

320-324.  See   No.  549. 

899.  Lobsien,    M.      Intelligenzprufungen    auf    (irund    von    Gruppen    beobacht- 

ungen.     Langensalza:    Belt,  1914.     Pp.  59.  See  No.  550. 

900.  Martin,    L.     A   Contribution    to   the    Standardization    of    the    De    Sanctis 

Tests.     Training  School  Bull.,  1916.  13,  93-100. 

207  normal  and  150  feebleminded  subjects  tested.  It  is  concluded  that  the  te.'its 
not  only  fulfill  their  author's  claim  by  indicating  grades  of  defect,  hut  that  "they 
mark   grades   of  development   of   normal    mind." 

901.  Martin,  M.  A.     The  Transfer  Effects  of   Practice  in   Cancellation  Tests. 

Arch,   of  Psychol.,   1915,  4   (No.  32).     Pp.   68. 

902.  McCall,    W.    A.      Correlation    of    Some    Psychological    and    Educational 

Measurements.     New   York:    Columbia   Univ.,  Teachers   College  Con- 
trib.  to  Educ,  1916,  No.  79.     Pp.  87.  See  No.  560. 

903.  Mead,  C.   D.     The  Relations  of  General    intelligence   to   Certain    Mental 

and  Physical  Traits.     New   York:   Columbia  Univ.,  Teachers  College 
Contrib.   to   Education,   1916.      Pp.    117.  See   No.   71. 

A  comparative  study  of  normal  and  feel)leminded  children  as  regards  age  of 
walking  and  talking,  height  and  weight,  strength  of  grip  and  dextrality,  percep- 
tion (cancellation  test)  and  memory  for  related  and  unrelated  words.  The  feeble- 
minded children  were  also  tested  for  ability  to  form  abstract  notions  and  for 
power  of  association. 

904.  Melville,   N.   J.     An    Organized    Mental    Survey    in    Philadelphia    Special 

Classes.     Psychol.   Clin.,    1916,  9,  258-263. 

Binet-Simon  scale,  1911  revision,  used.  A  chart  is  given  showing  the  classification 
by    mental    level    and    age    differences   of  850  pupils, 

84 


905.  Meumann,   E.      Intelligenzprufuiigen    an   Kindeni    der    Volksschule.      Die 

Experimentelle   Padagogik,    1905,   1,  35-101.  See  No.  563. 

Tested  800  Zurich  school  children  for  their  memory  for  concrete  and  abstract. 
Emphasizes  the  degree  of  the  understanding  of  the  abstract  as  a  measure  for 
intelligence. 

906.  Meumann,    E.      Ueber    eine    neue    Methode    der    Intelligenzpriifung    und 

iiber   den    Wert   der    Kombinationsmetboden.      Zsch.    f.    pad.    Psychol., 
1912.  13,  145-163.  See  No.  564. 

907.  Monroe,   W.   S.      Perception   of   Children.      Ped.   Seni.,    1914,    11,   498-507. 

See   No.  566. 

908.  Moore,    R.   C.     The    Application    of    the    Binet-Simon    Scale    to    Normal 

English  Children.     J.  of  Exp.  Ped.,  1917,  4,  113-128. 

491  children  ranging  in  age  from  4  to  13  tested.  A  study  of  the  individual  tests 
of   the    1911    revision    and    a    graphic    presentation    of   results. 

909      Merle,  M.     L'influence  de  I'etat  social  sur  degre  de  I'intelligence  des  en- 
fants.     Bull.  Soc.  libre  Educ.  psychol.  d'enfant,  1911,  12,  8-15. 

School  children  from  a  poor  part  of  Paris  compared  with  those  from  a  school  in  a 
wealthy  district.     A  difference  of  about  three-fourths  of  a  year  (Binet-Simon)  found. 

910.  Morse,   J.      A    Comparison    of    White    and    Colored    Children,    Measured 

by  the  Binet  Scale  of  Intelligence.  4.  Intern.  Congr.  School  Hyg., 
Buflfalo,  1913.  5,  655-662.     Also  Pop.  Sci.   Mo.,  1914,  84,  75-79. 

"Negro  children"  from  six  to  twelve  and  possibly  fifteen  years,  are  mentally  dif- 
ferent, and  also  younger  than  American  white  children  of  corresponding  ages,  and 
that  this  condition  is  due,  partly   at   least,  to  causes  that  are   native  and  racial. 

911.  Mulhall,  E.  F.     Tests  of  the  Memories  of  School  Children.     J.  of  Educ. 

Psychol.,   1917,  8,  294-302.  See  No.  569. 

912.  Mullan,  E.  H.     Mental  Status  of  Rural  School  Children.     Report  of  the 

Preliminary  Sanitary  Survey  made  in  New  Castle  Co.,  Delaware, 
with  a  Description  of  the  Tests  Employed.  Public  Health  Reports, 
1916,  31,  3174-87.  See  No.  570. 

913.  Norsworthy,  N.     The  Psychology  of  Mentally  Deficient  Children.     Arch. 

of  Psychol.,  1906,  No.  1.     Pp.   111.  See  No.  574. 

914.  Otis,    M.      Study    of    Association    in    Defectives.      J.    of    Educ.    Psychol., 

1915,  6,  271-288.  See  No.  577. 

915.  Parsons,   C.  J.     Children's    Interpretations    of   Ink-Blots.      (A    Study    in 

Some  Characteristics  of  Children's  Imagination.)  Brit.  J.  of  Psychol., 
1917,  9,  74-92.  See  No.  578. 

916.  Paschal,  F.  C.     A  Report  on  the  Standardization   of  the  Witmer  Cylin- 

der Tests.     Psychol.  Clin.,  1918,  12,  54-59.  See  No.  579. 

917.  Paschal,  F.  C.     The  Witmer  Cylinder  Test.     Hershey,  Pa.:  The  Hershey 

Press,    1918.     Pp.  54. 

See  the  reference  above. 

918.  Pear,  T.   H.,  and  Wyatt,   S.    .The   Testimony   of  Normal  and    Mentally 

Defective  Children.  Brit.  J.  of  Psychol.,  1913-14,  6,  387-419. 
See  No.  581. 

919.  Peterson,  A.  M.,  and  Doll,  E.  A.    Sensory  Discrimination  in  Normal  and 

Feeble-Minded  Children.  An  Experimental  Study  of  Discrimination 
of  Lifted  Weights  in  Relation  to  Mental  Age.  Training  School  Bull., 
1914.  11,  110-118,   135-144.  See  No.  582. 

85 


920.  Peterson,    H.    A.       I'lic    Generalizing    Ability    of    Children.      J.    of    Educ. 

Psychol..  1914.  5.  561-570.  See  No.  584. 

921.  Phillips,  B.  A.     The  Binet  Tests  Applied  to  Colored  Children.     Psychol. 

Clin.,  1914-15,  8,  190-196. 

A  study  in  race  differences  between  white  and  colored.  This  investigation,  deal- 
ing with  psychological  retardation,  is  supplementary  to  a  former  one,  which  dealt 
with  pedagogical  retardation  (Psychol.  Clin.,  1912-13,  6,  79-90.  107-121),  and  seems 
to  corroborate  it.  An  attempt  was  made  to  limit  the  conii)arison  to  subjects  of 
similar  home  conditions,  though  the  results  are  also  given  for  the  entire  group 
studied,  86  colored    children   and    137  white. 

922.  Pintner,  R.     The  Standardization  of  Knox's  Cube  lest.     Psychol.  Rev., 

1915,  22,  .377-401.  See  No.  586. 

923.  Pintner,    R.,    and    Paterson,   D.    G.      The    Formboard    Ability    of    Young 

Deaf    and     Hearing     Children.      Psychol.     Clin..     1915-16,    9,     234-237. 
See  No.  588. 

924.  Pintner,  R.     The    Value    of   Mental    Testing  in    the    Elimination    of    the 

Repeater.     School  and  Soc,  1916,  4,  909-911.       '  See  No.  81. 

925.  Pintner,  R.,  and  Anderson,  M.  M.     The  Miiller-Lyer  Illusion   with  Chil- 

dren and  Adults.     J.  of  Exp.  Psychol.,  1916,  1,  200-210.  See  No.  589. 

926.  Pintner,  R.,  and  Paterson,  D.   G.     A   Discussion  of  the  Index  of  Form- 

board  Ability.     Psychol.  Clin..  1916-17,  10,  192-198. 

927.  Pintner,  R.,  and  Reamer,  J.  C.     Children  Tested  by  the  Point  Scale  and 

the   Performance    Scale.      Psychol.   Clin.,    1917,    11,   142-151. 

178  children  were  tested  by  both  scales.  The  two  scales  were  found  to  supplement 
each  other. 

928.  Pintner,    R.,    and    Anderson,    M.    M.      The    Picture     Completion    Test. 

Baltimore:  Warwick  &  York,  Educ.  Psychol.  Monog.,  1917,  No.  20. 
Pp.    101.  See   No.   596. 

929.  Pintner,  R.,  and  Paterson,  D.  G.     A  Scale  of  Performance  Tests.     New 

York:  Appleton,  1917.     Pp.  218.  See   No.   597. 

930.  Pintner,   R.     A    Mental    Survey   of   the    School    Population    of   a   Village. 

School  and  Soc,  1917,  5,  597-600.  See  No.  594, 

931.  Pintner,  R.     The   Mental    Indices   of   Siblings.      Psychol.    Rev.,    1918,  25, 

252-255.  See   No.   600. 

932.  Porteus,    S.    D.      The    Measurement    of    Intelligence:     Six    Hundred    and 

Fifty-three  Children   Examined  by  the  Binet  and  Porteus  Tests.     J.  of 
Educ.  Psychol.,   1918,  9,  13-31.  See  No.  386. 

933.  Pyle,  W.  H.    The  Examination  of  School  Children.     A  Manual  of  Direc- 

tions and  Norms.    New  York:  Macmillan,  1913.    Pp.  70.  See  No.  603. 

934.  Pyle,    W.    H.      Standards    of    Mental    Efficiency.      J.    of    Educ.    Psychol., 

1913,  4,   61-70.  See  No.  602. 

935.  Pyle,  W.   H.     A   Study  of  Delinquent   Girls.      Psychol.    Clin.,   1914-15,   8, 

143-148. 

The  mental  tests  were  the  group  tests  described  in  the  author's  manual  and  two 
Ebbinghaus  tests.  About  240  girls  examined.  The  results  are  compared  with  those 
obtained  from  public  school  girls.  A  close  relation  between  mental  defect  and 
crime    is   indicated. 

936.  Pyle,  W.  H.     A   Psychological  Study   of  Bright  and  Dull   Pupils.     J.  of 

Educ.  Psychol.,  1915.  6,  151-156.  See  No.  601. 

86 


937.  Pyle,  W.  H.     The   Mind  of  the  Negro  Child.     School  and   Soc,  1915,   1, 

35-360.  See  No.  604. 

938.  Race,  H.  V.     A  Study  of  a  Class   of  Children   of  Superior   Intelligence. 

j.  of  Educ.   Psychol.,   1918,  9,  91-98. 

An  "Opportunity  Class"  composed  of  children  with  an  I.  Q.  above  120  (Stanford 
revision). 

939.  Reaney,  M.  J.     The  Correlation  between  General   Intelligence  and  Play 

Ability  as   Shown   in    Organized    Group    Games.      Brit.   J.   of   Psychol., 
1914,  7,  226-252.  See   No.  605. 

940.  Ries,  G.    Beitrage  zur  Methodik  der  Intelligenzpriifung.    Zsch.  f.  Psychol., 

1910,  56,  321-343.  See  No.  607. 

941.  Roemer,  F.    Assoziationsversuche  an  geistig  zuriickgebliebenen  Kindern. 

Fortschritte  der  Psychol.,  1914,  3,  43-101.  See  No.  609. 

942.  Rogers,  A.   L.,  and  Mclntyre,  J.   L.     The   Measurement   of  Intelligence 

in   Children  by   the   Binet-Simon   Scale.      Brit.   J.   of   Psychol.,    1914-15, 
7,  265-299. 

Based  on  the  application  of  all  the  tests  of  the  1908  and  1911  scales  to  217  Scottish 
children    ranging   in   age   from   4   to   14. 

943.  Rogers,  M.     A  Case  Study  fom  the  Indiana  University  Clinic.     Psychol. 

Clin.,  1912-13,  6,  144-151. 

A   case   study,   including   Binet   record,   question  by   question. 

944.  RosanofiF,  I.  R.,  and  Rosanoff,  A.  J.    A  Study  of  Association  in  Children. 

Psychol.  Rev,,  1913,  20,  43-89.  See  No,  610A. 

945.  Rossy,  C.   S.,  and  Sawyer,   M.  H.     Comparison   of  Mental   Gradings  by 

the  Yerkes-Bridges  Point  Scale  and  the  Binet-Simon  Scale     Ped.  Sem., 
1916,  23,  452-467. 

Exact    agreement    between    the    two    scales    in    only    four    per    cent,    of    the    cases. 

946.  Rowe,  E.  C.     Five  Hundred  Forty-seven  White  and  Two  Hundred  Sixty- 

eight   Indian    Children  Tested   by   the   Binet-Simon   Tests.     Ped.   Sem., 
1914,  21,  454-468. 

Includes  a  critical  discussion  of  the  Binet  tests  and  a  comparative  study  of  the 
1908  and  1911  versions,  as  well  as  the  study  in  race  diflferences.  "The  Indians  are 
everywhere    inferior    to   the    whites." 

947.  Rusk,  R.  R.     Experiments   on   Mental   Association   in   Children.      Brit.   J. 

of  Psychol.,  1909-10,  3,  349-385.  See  No.  615. 

948.  Rusk,  R.  R.    A  Case  of  Precocity.    Child  Study,  1917,  10  21-27. 

Chronological  age,  5  years  and  2  months.  Mental  age,  according  to  the  Binet 
scale,  1911  version,  8.6  years.  When  retested  2  years  and  7  months  later  he  was 
found  to  have  a  mental   age  of  over   15. 

949.  Saffiotti,  F.  U.     Resume  des  resultats  d'un   controle  a  I'echelle  metrique 

de  I'intelligence  de  Binet  et  Simon  suivant  la  methode  Treves-Safifiotti. 
1.   Congr.   intern,    de   Pedol.,    Bruxelles,    1911. 

666   subjects.      Criticisms   and    suggestions. 

950.  Saffiotti,  F.    U.     "Note   Psicologiche"   su   due   gemelle.     Riv.   d.   Antrop., 

1913,  18. 

Tests  applied  to  a  pair  of  twins  in  an  attempt  to  determine  whether  the  Binet 
scale    measures    inborn    intelligence. 

951.  Saffiotti,  F.  U.     Die  Erziehung  der  Abnormen  in  Italien.     Eos,   1913,  9, 

34-44. 

The  plan  of  work  in  Italy,  including  the  use  of  the  scale.  The  results  of  nearly 
one  thousand  testings  confirm  him  in  the  belief  that  the  scale  does  not  measure 
intelligence. 

87 


952.  Schreuder,   A.   J.      Some    Dutch    Experiences    with    the    Binet    Scale.     4. 

Intern.  Congr.  School  Hyg.,  Buflfalo,  1913,  5,  690-692. 

Many  of  the  Binet  tests  "are  suitable  for  international  application  and  this  proves 
again    the    superiority    of    the    work    of    Binet." 

953.  Schreuder    P.    H.      Yets    over    Verstandsmetingen.      Padogog.    Tydsskr., 

1911,  3,  . 

Finds  that  the  results  obtained  from  the  application  of  the  tests  on  large  numbers 
of  children  conform  with  the  binomial  curve  of  Quetelet  and  the  curve  of  Gauss 
(Kohs). 

954.  Schubert,    A.      Versuch    einer    .Anweiidung    der    Methode    von    Binet   auf 

die  Erforschung  der  russischen  defektiven  Kindern.     (Original  in  Rus- 
sian:  1.  Russ.  Cong.  Exper.  Pedag.,  1910.)     Also  Archiv.  f.  d.  gesamt. 

Psychol.,  1913.  26,  .     Transl.  H.   Reybekiel. 

Tested  229  children,  aged  three  to  nineteen.  Found  a  large  number  of  tests  tod 
hard   fKohs). 

955.  Scott,  C.  A.     General  Intelligence  or  "School  Brightness."     J.  of  Educ. 

Psychol..   1913,  4,  509-524,  See   No.  617. 

956.  Sharp,   S.      Individual    I'sychology:     A    Study   in    Psychological    Method. 

Amer.   J.   of   Psychol.,   1899.   10,   329-391.  See   No.    103. 

957.  Shaw,  J.   C.     .\   Test   of  Memory  in   School   Children.     Ped.    Sem.,    1896. 

4,  61-78.  See  No.  626. 

958.  Spearman,  C.    "General  Intelligence"  Objectively  Determined  and  Meas- 

ured.    Amer.  J.  of  Psychol.,  1904.  15,  201-292.  See  No.  628. 

■959.     Squire,  C.  B.     Graded  Mental  Tests.     J.  of  Educ.  Psychol.,   1913,  3,  363- 
380.  430-443,  493-506. 

A  scale  of  serially  graded  mental  tests.  Age  norms  based  on  results  from  65 
luiretarded  children  are  presented  for  years  6  to  13,  inclusive.  Twenty  tests 
described    and    results   for   each   given    in   a    table. 

960.  Stecher,  L.  I.     The  Efifect  of  Humidity  on  Nervousness  and  on  General 

Efficiency.    Arch,  of  Psychol.,  1916,  No.  38.    Pp.  94.  See  No.  629. 

961.  Stenquist,  J.  L.,  Thorndike,  E.  L.,  and  Trabue,  M.  R.     The  Intellectual 

Status  of  Children  Who  are  Public  Charges.    Arch,  of  Psychol.,  1915, 
No.   33.     Pp.   52.  See   No.   639. 

962.  Stevens,  H.   C.     A  Survey   of  Retarded    School    Children.      School   Rev., 

1916,  24,  450-461. 

33  retarded  children  e.xamiiied  by  the  Goddard  revision  of  the  Binet  scale  and  by 
the  Yerkes  point  scale.  Includes  a  chart  showing  the  correlation  between  the 
physiological   and   mental   ages. 

963.  Strong,  A.  C.     Three  Hundred  Fifty  White  and  Colored  Children  Meas- 

ured  l)y   the    Binet-Simon    Measuring   Scale   of  Intelligence:    A   Com- 
parative Study.     Ped.  Sem.,  1913,  20,  485-515.  See  No.  317. 

964.  Strong,   E.   K.,  Jr.      Effects   of   Hookworm   Disease   on    the    Mental   and 

Physical     Development     of    Children.     New    York:    The    Rockefeller 
Foundation.      Intern.    Health    Commission,    1916.     Pp.    121. 

Seven  mental  and  si.x  physical  tests  on  115  children.  Methods  of  administering 
tests  and  norms  of  performances  presented.  The  disease  interferes  with  both 
mental    and    physical    development. 

965.  Sunne,  D.  A.     A  Comparative  Study  of  White  and  Negro  Children.     J.  of 

Appl.    Psychol..    1917,    1,    71-83. 

The  Binet  scale  and  the  Yerkes  point  scale  and  other  tests  used.  The  white  and 
negro  children   tested  were  similar  in    social  and  economic   status. 

88 


966.  Sylvester,   R.   H.     The   Form   Board   Test.      Psychol.    Monog.,    1915,    15, 

No.  65.     Pp.  56.  See  No.  638. 

967.  Taylor,  N.  G.   R.     I'urther   Data  towards  the   Study  of  the  Biiiet-Simon 

Scale.     J.  of  Exp.  Ped.,   1915-16,  3,  256-266. 

Investigation  carried  out  in  a  primary  school  in  a  working  class  quarter  of  Sheffield. 

968.  Terman,  L.  M.     Genius  and  Stupidity.     A   Study  of  Some   of  the   Intel- 

lectual Processes  of  Seven  "Bright"  and  Seven  "Stupid"  Boys. 
See  No.  640. 

969.  Terman,  L.  M.,  and  Childs,  H.  G.     A  Tentative  Revision  and  Extension 

of  the  Binet-Simon  Measuring  Scale  of  Intelligence.  J.  of  Educ. 
Psychol.,  1913.  3,  61-74.  133-143,  198-208,  277-289.  Also  Psychol.  Clin., 
1911-12,  5,  199-206.  See  No.  322. 

970.  Terman,   L.   M.     The    Mental    Hygiene    of   Exceptional    Children.      Ped. 

Sem.,  1915,  22,  529-537.  See  No.  113. 

971.  Terman,   L.   M.,   Lyman,   G.,   Ordahl,  G.,  Ordahl,   L.,   Galbreath,  N.,   and 

Talbert,  W.  The  Stanford  Revision  of  the  Binet-Simon  Scale  and 
Some  Results  from  its  Application  to  One  Thousand  Non-Selected 
Children.     J.  of  Educ.  Psychol.,  1915,  6,  551-565.  See  No.  324. 

972.  Terman,  L.  M.     The  Measurement  of  Intelligence.     Boston:   Houghton, 

Mifflin,  1916.     Pp.  362.  See  No.  Z21 . 

973.  Terman,  L.  M.     The  Intelligence   Quotient  of   Francis  Galton  in  Child- 

hood.    Amer.  J.  of  Psychol..   1917.  28,  209-215.  See   No.    114. 

974.  Terman,  L.  M.,  Lyman,  G.,  Ordahl,  G.,  Ordahl,  L.  E.,  Galbreath,  N.,  and 

Talbert,  W.  The  Stanford  Revision  and  Extension  of  the  Binet-Simon 
Scale  for  Measuring  Intelligence.  Baltimore:  Warwick  and  York, 
Educ.  Psychol.  Monog.,  1917,  No.  18.     Pp.  179.  See  No.  328. 

975.  Thompson,  G.   H,,  and   Smith,   F.   W.      The    Recognition   Vocabulary   of 

Children.     Brit.  J.  of  Psychol.,  1915,  8,  48-51. 

Reports  tests  of  467  children,  ranging  in  age  from  9  to  14. 

976.  Thorndike,    E.   L.     The    Resemblance    of    Twins    in    the    Mental    Traits. 

Columbia  Univ.   Contrib.   to  Phil,  and   Psychol..   13,  3. 

977.  Thorndike,   E.   L.,   McCall,   W.   A.,   and   Chapman,   J.   C.     Ventilation   in 

Relation  to  Mental  Work.  New  York:  Columbia  Univ.,  Teachers 
College  Contrib.  to  Educ,  1916,  No.  78.     Pp.  83.  See  No.  643. 

978.  Thorndike,  E.  L.,  McCall,  W.  A.,  and  Ruger,  G.  J.     The  Effect  of  Out- 

side Air  and  Recirculated  Air  Upon  the  Intellectual  Achievement  and 
Improvement  of  School  Pupils.  School  and  Soc,  1916.  3,  679-684. 
See  No.  644. 

979.  Thorndike,   E.   L.,   and   Ruger,    G.   J.      The    Effects    of   Outside    .\ir   and 

Recirculated  Air  Upon  the  Intellectual  Achievement  and  Improve- 
ment of  School  Pupils:  A  Second  Experiment.  School  and  Soc.  1916, 
4,  260-264.  See  No.  645. 

980.  Town,  C.  H.     An  Experimental  Study  of  the   Suggestibility  of  Twelve- 

and  Fifteen-Year-Old   Boys.     Psychol.   Clin.,    1916,   10,    1-12. 
See  No.   647. 

981.  Trabue,  M.  R.     Completion-Test  Language  Scales,     New  York:    Colum- 

bia Univ.,  Teachers  College  Contrib.  to  Educ,  1916,  No.  11 .  Pp.  118. 
See  No.  648. 

89 


982.  Treves,  Z.,  and  Sa     otti,  F.  U.     La  "Scala   Metrica  dell'   Intelligenza"  di 

Binet   e   Simon.      Milano,    1911.      Pp.   67. 

Based  on  the  application  of  the  scale  to  666  Milan  school  children.  Criticises  the 
arrangement  of  the  tests  of  the  scale  and  its  method  of  grading  intelligence  in 
terms   of   "inental    age." 

983.  Vaney,  V.      Un   Suniormal.      Bull   Soc.   libre    fitude   p.svchol     de   I'Enfant, 

1910,   10,   160-165. 

Examined   by   the   Binet   scale,   a   boy   of  eight   tested   twelve. 

984.  Vaney,  V.      L'Examen   des   candidats    aux   classes    de  perfectionnement. 

Bull.   Soc.  libre   fitude  psychol.   de   I'Enfant,   1912.    12,   134-144. 

The   scale   is   used   in   selecting  candidates   for   special    classes. 

985.  Vaney,   V.      Comment    se    groupent    les    eleves    d'un    classe.      Bull.    Soc. 

libre  fitude  psychol.  de  I'Enfant,  1913,  13,  59-66. 

A  positive  correlation  is  found  between  the  development  of  intelligence  as  revealed 
by    the    Binet    tests   and    school    work. 

986.  Vickers,  W.,  and  Wyatt,  S.     Grading  by  Mental  Tests.     J.  of  Exp.  Fed., 

1913,  2,  187-197.  See  No.  650. 

987.  Wallin,  J.  E.  W.     The  Mental  Health  of  the  School  Child.     The  Psycho- 

Educational  Clinic  in  Relation  to  Child  Welfare.  Contributions  to  a 
New  Science  of  Orthophrenics  and  Orthosomatics.  New  Haven:  Yale 
Univ.  Press,  1914.     Pp.  450.  See  No.  123. 

988.  Wallin,  J.  E.  W.   Psycho-Motor  Norms  for  Practical  Diagnosis.    Psychol. 

Monog.,  1916,  22,  No.  94.     Pp.  102.  See  No.  651. 

989.  Wallin,  J.   E.  W.     Age  Norms  of  Psycho-Motor   Capacity.     J.   of   Rduc. 

Psychol.,  1916,  7,  17-24. 

See    "Psycho-motor    Norms   for    Practical    Diagnosis.'' 

990.  Wallin,  J.  E.  W.     Wide  Range  versus  Narrow  Range  Binet-Simon  Test- 

ing.    J.  of  Delinq.,  1917,  2,  315-330. 

An  investigation  to  ascertain  whether  the  same  necessity  for  wide  range  testing, 
which  the  author  had  found  in  his  examination  of  the  epileptic  and  insane,  obtained 
also   among    school    children. 

991.  Wallin,   J.   E.   W.     The    Phenomenon    of   Scattering   in    the    Binet-Simon 

Scale.      Psychol.    Clin.,   1917,   11,   179-195. 

An  attempt  to  determine'  whether  feebleminded  children  "scatter"  more  than 
normal   children. 

992.  Wallin,    J.    E.    W.      The    Peg    Formboards.      Psychol.    Clin.,    1918,    12, 

40-53.  See  No.  653. 

993.  Warburg,    F.      Das    Farbenbenennungsvertnogen    als    Intelligenzpriifung 

bei  Kindern.     Munch,  med.  Wock.,  1909.  56,  2511-2513.  See  No.  654. 

994.  Warburg,  F.     The  Naming  of  Colors  as  a  Test  of   Intelligence   Among 

Children.     Intern.  Arch.  f.  Schulhyg..  1910,  6,  183-184.  See  No.  655. 

995.  Webb,    E.      Character    and    Intelligence.      Brit.    J.    of    Psychol..    Monog. 

Suppl.,  1915,  1,  No.  3.     Pp.  99.  See  No.  128. 

996.  Weigl,  F.     Intelligenzpriifung  von   Hilfsschiilern  nach  der  Testmethode.. 

Beitr.  z.  Kinderfrschg.  und  Heilerzg.,  1913,  Heft.  111.  Also  Zsch.  f. 
Kinder  frschg.,  1913,  18,  274-380.  455-462,  509-530.  See  No.  352. 

997.  Weintrob,  J.,  and  Weintrob,  R.     The  Influence  of  Environment  on  Men- 

tal Ability  as  Shown  by  the  Binet-Simon  Tests.  J.  of  Educ.  Psychol.,. 
1912.  3,  577-583. 

70  children   from   each  of  three   grades   of   social    condition,    good,   medium   and   poor., 

90 


V 

were  tested  with  the  Goddard  revision  of  the  I?inet  scale.  "Judging  from  the  results 
environment  does  not  seem  greatly  to  affect  mental  capacity,  if  at  all." 

998.  Whipple,  G.  M.     Reaction  time  as  a  Test  of  Mental   Ability.     Amer.  J. 

of   Psychol.,   1914,   15,   489-498.  See   No.   661-. 

999.  Whipple,  G.  M.     Vocabulary  and  Word-Building  Tests.     Psychol.   Rev., 

1908,  15,  94-105. 

1000.  Whipple,  Dr.,  and   Mrs.   G.   M.     The    Vocabulary   of  a   Three-Year-Old 

Boy.     Ped.  Seni.,  1909,  16,  1-22.  See  No.  355. 

1001.  Wijsman,  J.  W.  H.,  und  Schreuder,  P.  H.    Die  psychologische  Methode 

Binet  und  Simons  zur  Bestimmung  des  Grades  des  Intellekts,  ange- 
wandt  bei  zuriickgebliebenen  Schulkindern.  Zuid  en  Noord,  1912,  3, 
186  flf.,  323  fif. 

1002.  Williams,  J.  H.     Delinquent   Boys   of   Superior    Intelligence.     J.   of   De- 

linq.,   1916,   1,   33-52. 

Case   studies   of   three   hoys   whose   I.    Q.'s   were   above    1.10   and   of   17  whose   I.    Q.'s 
were  between  1.01  and   1.10. 

1003.  Winch,  W.   H.     Mental  Fatigue  in    Day   School    Children   as    Measured 

by  Immediate  Memory.  J.  of  Educ.  Psychol.,  1912,  3,  18-28,  75-82. 
See  No.  668. 

1004.  Winch,  W.  H.     Binet's  Mental  Tests:    What  They  Are,  and  What  We 

Can  Do  With  Them.  Child  Study,  1913,  6,  113-117;  1914,  5,  1-5,  19-20, 
39-45,  55-63,  87-90.  98-104,  116-122,  138-144;  1915,  8,  1-8,  21-27,  50-56, 
86-92. 

A    description    of   the    Binet    3-year-old   tests   given    in    three    Ixindon    schools.     The 
children    tested   were    from    three    to   seven    years   of   age. 

1005.  Winch,   W.   H.     Some   New   Reasoning  Tests    Suitable   for   the   Mental 

Examination  of  School  Children.  Brit.  J.  of  Psychol.,  1914,  7,  190-225. 
See  No.  667. 

1006.  Winch,    W.    H.      Children's    Perceptions.      An    Experimental    Study    of 

Observation    and    Report   in    School    Children.      Baltimore:     Warwick 
and  York,  Educ.   Psychol.  Monog..   1914,  No.  12.     Pp.  245. 
See    No.    669. 

1007.  Winteler,   J.     Experimentelle   Beitrage   zu   einer    Begabungslehre.      Exp. 

Pad.,  1906,  2,  1-48.   147-247.  See  No.  670. 

1008.  Woodrow,  H.,  and  Lowell,  F.    Children's  Association  Frequency  Tables. 

Psychol.  Monog.,  1916,  22,  No.  6.    Pp.  110.  See  No.  672. 

1009.  Woodrow,  H.     Practice  and  Transference  in  Normal  and  Feeble-Minded 

Children.     J.   of  Educ.   Psychol.,   1917.  8,  85-96,  151-165. 

1010.  Woodworth,    R.    S.,    and    Wells,    F.    L.      Association    Tests.      Psychol. 

Monog..  1911.  13,  No.  57.     Pp.  85.  See  No.  674. 

1011.  WooUey,  H.  T.,  and  Fischer,  C.  R.     Mental  and  Physical  Measurements 

of  Working  Children.  Psychol.  Monog.,  1914,  18,  No.  11.  Pp.  247. 
See  No.  677. 

1012.  WooUey  H.  T.     The  Issuing  of  Working  Permits  and  Its  Bearing  on 

Other  School   Problems.     School   and    Soc,   1915.   1,  726-733. 
See   No.  675. 

1013.  Woolley,  H.  T.     A  New  Scale  of  Mental   and  Physical   Measurements 

for  Adolescents,  and  Some  of  its  Uses.  J.  of  Educ.  Psychol.,  1915,  6, 
521-550.  See   No.  676. 

91 


1014.  Wyatt,  S.     The  Quantitative  Investigation  of  Higher  Mental  Processes. 

Brit.  J.  of  Psychol.,  1913,  6,  109-133.  See  No.  679. 

1015.  Wyatt,   S.     The   Inter-Relation   of   Memory.     J.    of   Exp.    Ped.,    1913-14, 

2,  292-298.  See  No.  678. 

1016.  Yerkes,  R.  M.,  Bridges,  J.  W.,  and  Hardwick,  R.  S.     A  Point  Scale  for 

Measuring    Mental    Ability.      Baltimore:     Warwick    and     York,    1915. 
Pp.  218.  See  No.  361. 

1017.  Yerkes,  R.  M.,  and  Wood,  L.     Methods  of  Expressing  Results  of  Meas- 

urements   of    Intelligence:     Coefficient    of    Intelligence.      J.    of    Educ. 
Psychol.,  1916,  7,  593-606.  See  No.  363. 

1018.  Yoakum,   C.    S.,  and   Calfee,   M.     An    Analysis    of   the    Mirror-Drawing 

Experiment.     J.  of  Educ.   Psychol.,   1913,  4,  283-292.  See  No.  683. 

1019.  Young,    H.    H.      The    Witmer    Formboard.      Psychol.    Clin.,    1916,    10, 

93-111.  See  No.  681. 

1020.  Ziehen,    T.      Die    Ideenassoziation    des    Kindes.       Berlin:     Reuther    u. 

Reichard,  1898.     Pp.  66.  See  No.  684. 

An   investigation   to   determine   the  nature   of  children's   associations  resulting  from 
a  given  initial   idea.     Children  from  8  to  14  years  of  age  tested. 

1021.  Zimmerman,  J.     The    Binet-Simon    Scale   and    Yerkes    Point    Scale.      A 

Comparative    Study    Based    on    the    Examination   of   100   Cases.     J.    of 
Educ.  Psychol.,  1917,  8,  551-558. 

"The    point    scale    demonstrates    its    superiority    over    the    Binet    scale    for    at    least 
four  years   beyond   the  point  where  the  reliability   of  the   Binet   scale   ceases." 

2.     With  Adults 

1022.  Andrews,  M.     An   Investigation   into  the   Rate   of  Mental   Association. 

J.  of  Educ.  Psychol.,  1917,  8,  97-102.  See  No.  393. 

1023.  Bell,  J.  C.     Mental  Tests  and  College  Freshman.     J.  of  Educ.  Psychol., 

1916,  7,  381-399. 

Correlations    between   university   grades   and   scores   for  different   tests. 

1024.  Bell,  J.  C.     A  Detailed  Study  of  Whipple's  Range  of  Information  Test. 

J.  of  Educ.  Psychol..  1917,  8,  475-482.  See  No.  399. 

1025.  Binet,  A.     Psychologic  individuelle.     La  description  d'un  objet.     Annee 

Psychol.,  1896,  3,  296-332.  See  No.  401. 

1026.  Bingham,  W.  V.     Some  Norms  of  Dartmouth   F"reshmen.     J.   of   Educ. 

Psychol.,  1917,  7,  129-142.  See  No.  406. 

1027.  Bourdon,    B.      Influence    de    I'age    sur   la    memoire    immediate.      Revue 

Phil.,   1894,  38,  148-167.  See  No.  412. 

1028.  Bowler,  A.  C.    A  Picture  Arrangement  Test.    Psychol.    Clin.,    1917,   11, 

37-54.  See  No.  414. 

1029.  Burt,  C,  and  Moore,  R.  C.     The  Mental  Differences  between  the  Sexes. 

J.  of  Exp.  Ped.,  1911-12,  1,  273-284,  355-388.  See  No.  423. 

1030.  Calfee,   M.     College    Freshmen    and    Four   General    Intelligence    Tests. 

J.  of  Educ.  Psychol.,  1913,  4,  223-231.  See  No.  425. 

1031.  Calkins,  M.  W.     Community  of  Ideas   of  Men   and  Women.     Psychol. 

Rev.,  1896,  3,  426-430. 

Wellesley    women    tested    by    the    association    test — continuous    method. 

92. 


1032.     Cattell,  J.  M.,  and  Bryant,  S.     Mental  Association  Investigated  by  Ex- 
periment.    Mind,  1889,  14,  230-244.  See  No.  432. 

10.^3.     Cattell,  J.  M.     Experiments  on   the  Association   of   Ideas.      Mind,   1887, 
12,  68-74.  See  No.  431. 

1034.  Cattell,   J.    M.,   and   Farrand,   J.      Physical    and    Mental    Measurements 

of    the    Students    of    Columbia    University.       Psychol.     Rev.,    1896,    3. 
618-648.  See   No.   430. 

1035.  Chassel,   L.   M,     Tests   for   Originality.     J.    of    Educ.    Psychol.,    1916,   7, 

317-328.  See  No.  438. 

1036.  Cohn,  J.,  und  Dieffenbacher,  J.     Untersuchungen  iiber  Gesc^lecht-Alters 

und    Begabungs-Unterschiede    bei    Schiilern.      Beiheften    zur    Zsch.    f. 
angew.  Psychol.,  1911,  Heft.  2.     Pp.  213. 

1037.  Dearborn,  W.  F.,  and  Brewer,  J.  M.     Methods  and  Results  of  a  Class 

Experiment     in     Learning.      J.     of     Educ.     Psychol.,     1918,     9,     63-82. 
See  No.  447. 

1038.  Downey,  J.  E.     The  Standard  Adult  Intelligence  Tests.     J.  of  Delinq., 

1917,  2,  144-155. 

Stanford  tests  for   sixteen   and  eighteen  years  given   to   some   one   hundred  normal 
adults. 

1039.  Fernald,   G.    G.     An   Achievement    Capacity   Test.     A    Preliminary    Re- 

port.    J.   of  Educ.   Psychol.,   1912,  3,  331-336. 

A   test  of  "persistence  or  spunk." 

1040.  Garrison,  S.  C.     Yerkes'   Point   Scale  for  Measuring  Mental  Ability  as 

Applied   to   Normal   Adults.     School   and   Soc,    1917,  5,  747-750. 
See  No.  214. 

1041.  Gates,  A.  I.     Correlations  and  Sex  Differences  in  Memory  and  Substi- 

tution.    Univ.  of  Calif.  Publ.  in  Psychol.,  1916,  1,  245-250. 

197   students    in    elementary   psychology   were    tested. 

1042.  Gates,  A.  I.     The  Mnemonic  Span  for  Visual  and  Auditory  Digits.     J. 

of  Exp.  Psychol.,  1916,  1,  393-403.  See  No.  472. 

1043.  Gates,  A.  I.     Variations  in   Efificiency  During  the   Day,  Together   with 

Practice    Effects,    Sex    Differences   and    Correlations.      Univ.    of    Calif. 
Publ.   in   Psychol.,    1916,   2    (No.    1),    1-156. 

1044.  Gates,  A.  I.    Experiments  on  the  Relative  Efificiency  of  Men  and  Women 

in  Memory  and  Reasoning.     Psychol.  Rev.,  1917,  24,  139-146. 
See  No.  473. 

1045.  Gates,  A.  I.    The  Ability  of  an  Expert  Marksman  Tested  in  the  Psycho- 

logical Laboratory.     J.  of  Appl.  Psychol..  1918,  2,  1-14.         See  No.  435. 

1046.  Gordon,   K.     A   Study   of  an    Imagery  Test.     J.   of   Phil.,   Psychol,   and 

Sci.  Methods,  1915,  12,  574-579.  See  No.  484. 

1047.  Gordon,  K.     Some  Tests  on  the  Memorizing  of  Musical  Themes.     }.  of 

Exp.  Psychol..  1917,  2,  93-99.  See  No.  485. 

1048.  Goudge,    M.      A    Simplified    Method    of    Conducting    McDougall's    Spot 

Pattern  Test.     J.  of  Educ.  Psychol.,  1915,  6,  73-84.  See  No.  486. 

1049.  Gray,  C.  T.     A  New  Form  of  Substitution  Test.     J.  of  Educ.  Psychol.. 

1913,  4,  293-297.  See  No.  488. 

93 


1050.  Gregor,  A.     Untersuchungen  iiber  die  Entwicklung  einfacher   logischer 

Leistuiigen.     Zsch.    f.   angew.    Psychol.,    1915,    10,  339-451. 
See  No.  489. 

1051.  Healy,  W.     A   Picture  Completion   Test.     Psychol.   Rev.,   1914.   21,   189- 

203.  See  No.  498. 

1052.  Henderson,  E.  N.   A  Study  of  Memory  for  Connected  Train  of  Thought. 

Psychol.  Monog.,  1903,  5,  No.  6.     Pp.  87.  See  No.  500. 

1053.  HoUingworth   L.   S.      Inmctional    Periodicity.      An    Experimental    Study 

of  the  Mental  and  Motor  Abilities  of  Women  During  Menstruation. 
New  York:  Columbia  Univ.,  Teachers  College  Contrib.  to  Educ, 
1914»  No.  69.     Pp.  101. 

The    tests   which    were    selected    for   this    investigation    had    "already    been    used    by 
psychologists    to    measure    relatively    small    differences.''     They    were    applied    to    23 
-r-  ^      women    and    two    men    were    also    tested    as    controls.      There    had    been    almost    no 

••\  vA/V\  experimental  investigation  of  the  problem,  irttt  "scientific  opinion  had  expressed 
itself  frequently  and  fully"  upon  it.  The  author  criticises  these  expressions  on 
the   basis  of  her  results,    which  are   negative. 

1054.  HoUingworth,   H.   L.      Influence   of   Cafifein   on    Mental   and    Motor   Eflfi- 

ciency.     Arch,  of  Psychol.,  1912,  No.  22.    Pp.  166.  See  No.  503. 

1055.  HoUingworth,     H.     L.       Articulation     and     Association.       J.     of     Educ. 

Psychol.,   1915,   6,   99-105.  See   No.   505. 

1056.  Humpstone,  H.  J.     Some  Aspects  of  the  Memory  Span  Test.     A  Study 

in  Associability.  Philadelphia:  The  Psychological  Clinic  Press,  1917. 
Pp.  31.  See  No.  508. 

1057.  Jastrow,  J.     A  Study  in  Mental  Statistics.     New  Rev.,  1891,  5,  559-568. 

A   study   of   sex   differences   by    means   of   the   free   association    test. 

1058.  Jastrow   J.      A    Statistical    Study    of    Memory    and    Association.      Educ. 

Rev.,  1891,  2,  442-452.  See  No.  512. 

1059.  Jones,   E.   S.     The   Woolley  Test   Series   Applied   to    the    Detection    of 

Ability  in  Telegraphy.     J.  of  Educ.   Psychol.,   1917.  8,  27-34. 
See  No.  519. 

1060.  Kelley,    T.    L.      The    .\ssociation     Experiment      Individual     Differences 

and  Correlations.     Psychol.  Rev..  1913,  20,  479-504.  See  No.  525. 

1061.  Kemble,  W.   F.     Choosing   Employees  by   Mental    and    Physical   Tests. 

New  York:  The  Engineering  Magazine  Co.,  1917.   Pp.  ^33. 

1062.  King,    I.,    and    Gold,    H.    A.      A    Tentative    Standardization    of    Certain 

"Opposites  Tests."   J.  of  Educ.  Psychol.,  1916,  7,  459-482.       See  No.  532. 

1063.  King,   I.      The    Relationship    of    .Abilities    in    Certain    Mental    Tests    to 

Ability  as  Estimated  by  Teachers.     School   and   Soc,   1917,  5,  204-209. 

1064.  King,  L.,  and  M'Crory,  J.     Freshman  Tests  at  the  State  University  of 

Iowa.     j.  of  Educ.  Psychol.,  1918.  9,  32-46.  See  No.  534. 

1065.  Kirkpatrick,    E.    A.      A    Vocabulary    Test.      Pop.    Sci.    Mo..    1907,    70, 

157-164. 

1066.  Kitson,  H.  D.   Scientific  Study  of  the  College  Student.    Psychol.  Monog.. 

1917,  23,  No.  1.     Pp.  81.  See  No.  539. 

1067.  Link,    H.    C.      An    Experiment    in    Employment    Psychology.    Psychol. 

Rev.,  1918,  25,  116-127.  See  No.  548. 

1068.  Lodge,   R.    C,   and   Jackson,   J.    L.      Reproduction    of    Prose    Passages. 

Psychol.  Clin.,  1916,  10,  128-145.  See  No.  551. 

94 


1069.  Lough,  J.  E.     Experimental  Psychology  in   Nocational  Guidance.     Pro- 

ceedings of  the  Second   National   Conference  on   Vocational   Guidance. 
New  York:   1913,  89-96.  See  No.  552. 

1070.  Manchester,  G.  S.      Experiments  on  the   Unreflective  Ideas  of  Men  and 

Women.     Psychol.  Rev..  1905,  12,  50-66.  See  No.  555. 

1071.  Marvin,   W.   T.     A    Comparison    of    Some    Mental    Measurements    wtih 

the  Standing  of  Students  in  Two  College  Courses.     Training  School 
Bull.,  1911,  8,  66-69.  See  No.  557. 

1072.  McComas,  H.  C.     Some  Tests  for  Efficiency  of  Telephone   Operators. 

J.  of  Phil.,  Psychol,  and  Sci.  Methods.  See  No.  561. 

1073.  Miles,  W.  R.,  and  Butterworth,  J.  E.     A  Tentative  Standardization   of 

a  Completion  Test.     J.   of  Educ,    Psychol.,   1916,  7,  329-336. 
See   No.   565. 

1074.  Moore,  H.  T.     A  Method  of  Testing  the  Strength  of  Instincts.     Amer. 

J.  of  Psychol.,  1916.  27,  227-233. 

A   form   of  the    association    test    used. 

1075.  Murphy,   G.     An   Experimental   Study  of  Literary  vs.   Scientific  Types. - 

Amer.  J.  of  Psychol.,  1917,  28,  238-262.  See  No.  572. 

1076.  Nevers,  C.  C.     Dr.  Jastrow  on  Community  of  Ideas  of  Men  and  Women. 

Psychol.   Rev..  1895,  2,  363-367.  See  No.   573. 

1077.  Paschal,  F.  C.     A  Report  on  the  Standardization  of  the  Witmer  Cylin- 

der Test.     Psychol.   Clin.,   1918,  12,  54-59.  See  No.  579. 

1078.  Paschal,  F.  C.     The  Witmer  Cylinder  Test.     Hershey.   Pa.:    The    Her- 

shey  Press,  1918.     Pp.  54. 

1079.  Peterson,  H.  A.     Correlation  of  Certain  Mental  Traits  in  Normal  School 

Children.     Psychol.  Rev..  1908.  15,  323-338.  See  No.  583. 

1080.  Pintner,  R.     The  Standardization  of  Knoti's  Cube  Test.     Psychol.  Rev., 

1915.   22,  377-401.  See   No.   586. 

1081.  Pintner,  R.,  and  Anderson,  M.  M.    The  Miiller-Lyer  Illusion  with  Chil- 

dren and  Adults.    J.  of  Exp.  Psychol.,  1916,  1,  200-210.  See  No.  589. 

1082.  Pyle,  W.   H.      Standards    of    Mental    Efficiency.     J.   of    Educ.    Psychol., 

1913,  4,  61-70.  See  No.  602. 

1083.  Rossy,  C.  S.,  and   Sawyer,   M.   H.     Comparison   of   Meiital    Gradings  by 

the    Yerkes-Bridges    Point    Scale    and    the    Binet-Simon    Scale.      Ped. 
Sem.,   1916,  23,  452-467. 

Exact   agreement   between   the   two   sc;iles  in   only   four   per  cent,   of  the  cases. 

1084.  Rowland,  E.,  and  Lowden,  G.     Report  of   Psychological  Tests  at  Reed 

College.     J.  of  Exp.  Psychol..  1916.  1,  211-217.  See  No.  614. 

1085.  Seashore,   C.   E.      The    Measurement    of   Musical    Talent.      The    Musical 

Quar..  1915  (Jan.).     Pp.  20.  See  No.  622. 

1086.  Seashore    C.    E.,    and    Mount,    G.    H.      Correlation    Factors    in    Musical 

Talent    and    Training.      Psychol.    Monog.    (Univ.    of    Iowa    Studies    in 
Psychol.),  1918.  25,  No.  108.     Pp.  47-92.  See  No.  624. 

1087.  Sharp,    S.      Individual    Psychological    Method.      Amer.    j.    of    Psychol.. 

1899.   10,  329-391.  See   No.    103. 

95 


1088.  Simpson,  B.  R.     Correlations  of  Mental  Ability.     New  York:  Columbia 

Univ.,   Teachers    College    Contrib.    to    Educ,    1912,    No.    53.      Pp.    122. 
See  No.   627. 

1089.  Strong,  E.  K.,  Jr.     An  Interesting  Sex  Difference.     Ped.  Sem.,  1915,  22, 

521-528.  See  No.  633. 

1090.  Sunne,   D.      The    Relation    of   Class   Standing   to    College   Tests.      J.    of 

Educ.  Psychol..  1917,  8,  193-211.  See  No.  62>7. 

1091.  Thompson,   H.   B.     The   Mental    Traits   of   Sex.     An    Experimental    In- 

vestigation of  the  Normal  Mind  in  Men  and  Women.     Chicago:  The 
Univ.  of  Chicago  Press,  1903.     Pp.  188.  See  No.   116. 

1092.  Travis,  A.     Reproduction   of  Short  Prose  Passages:    A   Study  of  Two 

Binet  Tests.     Psychol.  Clin.,   1915-16,  9,   189-809. 

An   experiment   in   group   testing  on  69   men   and  59  women. 

1093.  Terman,  L.   M.     A  Trial   of  Mental   and   Pedagogical   Tests   in  a   Civil 

Service  Examination  for  Policemen  and  Firemen.    J.  of  Appl.  Psychol., 
1917,  1,  17-29. 

The    scores    from    the    tests    gave    high    correlations    with    the    salaries    of    the    men. 

—  1094.  Weidensall,  J.  The  Mentality  of  the  Criminal  Woman.  A  Compara- 
tive Study  of  the  Criminal  Woman,  the  Working  Girl,  and  the  Effi- 
cient Working  Woman  in  a  Series  of  Mental  and  Physical  Tests. 
Baltimore:  Warwick  and  York.  Educ.  Psychol.  Monog..  1916.  No. 
14.     Pp.  332.  See  No.  657. 

1095.  Wells,  F.  L.     Normal   Performance  in  the  Tapping  Test.     .\mer    J.   of 

Psychol.,   1908,   19,  437-483.  See   No.  659. 

1096.  Whipple,  G.  M.     Vocabulary  and  Word-Building  Tests.     Psychol.  Rev., 

1908,  15,  94-105. 

1097.  Wissler,  C.     The  Correlation  of  Mental  and  Physical  Tests.     Psychol. 

Monog.,  1901,  3,  No.  16.     Pp.  62.  See  No.  671. 

1098.  Woodworth,    R.    S.    and    Wells,    F.    L.      .Association    Tests.      Psychol. 

Monog.,  1911,  13,  No.  57.     Pp.  85.  See  No.  674. 

1099.  Yerkes,   R.   M.,   Bridges,   J.   W.,   and   Hardwick,   R.   S.      A    Point    Scale 

for   Measuring  Mental  .Vbility.     Baltimore:    Warwick  and   York,   1915. 
Pp.  218.  See  No.  361. 

1100.  Yerkes,  R.  M.,  and  Burt,  H.  E.     The  Relation  of  Point  Scale  Measure- 

ments   of    Intelligence    to    Educational    Performance    in    College    Stu- 
dents.    School  and  Soc,  1917,  5,  535-540.  See  No.  365. 

1101.  Yoakum,   C.   S.,   and   Calfee,   M.      An    .\nalysis   of   the    Mirror-Drawing 

Experiment,     j.  of  I':duc.  I'sychol.,  1913,  4,  283-292.  See  No.  683. 

1102.  Young,    H.    H.      The    Witmer    Formboard.      Psychol.    Clin.,    1916,    10, 

93-111.  See  No.  681. 

1103.  Young,   M.    H.      Correlation    of   the    Witmer    Formboard    and    Cylinder 

Test.      Psychol.    Clin..    1916.   10,   112-116.  See    No.   682. 

3.     With  the  Feeble-Minded 

1104.  Anderson,  V.  V.     .A.   Proper  Classification  of  Borderline    Mental    Cases 

Amongst    Offenders.      Boston    Med.    and    Surg.   J.,    1915,    173,   466-469. 
Also  J.  of  Crim.  Law  and  Criminol.,  1916,  6,  689-695.  See  No.  2. 

96 


1105.  Anonymous.      Mental     Examinations.       Albany,    N.     Y. :     The     Capitol. 

Eugenics  and  Social  Welfare   Bull.,  No.  11.     Pp.  IZ. 

Reports  on  the  mental  examination  of  orphan  asylum  children,  delinquent  girls 
and  women,  public  school  children,  Indian  children,  a  special  class  of  defective 
children    and   a    re-e.xamination    of  37   children   after   a    lapse   of   ten    months. 

1106.  Berry,  C.  S.     A  Comparison  of  the  Binet  Tests  of  1908  and  1911.     J.  of 

Educ.  Psychol.,  1912,  3,  444-461.  See  No.   148. 

1107.  Berry,    C.    S.      Eighty-two    Children    retested    by    the    Binet    Tests    of 

Intelligence.     Psychol.  Bull.,  1913,  10,  77-78.  See  No.  150. 

1108.  Binet,  A.,  et  Simon,  T.    Application  des  methodes  nouvelles  au  diagnos- 

tic   du    niveau    intellectuel    chez    des    enfants    normaux    et    anormaux 
d'hospice  et  d'ecole  primaire.     Annee  psychol.,  1905,   11,  245-336. 

Analysis  of  age  differences  found  in   tests  of  about  50  pupils. 

1109.  Binet,  A.,  et  Simon,  T.     Les  enfants  anormaux.     Guide   pour   I'aihnis- 

sion    des    Enfants    anormaux    dans    les    classes    de    Perfectionnement. 
Paris:    Colin,  1907.     Pp.  211.     Tr.  by  W.  B.  Drummond.     (With   an 
appendix    containing    the    Binet-Simon    Tests    of    Intelligence    by    H. 
Drummond.)      New   York:     Longmans,   Green,    1914.     Pp.    180. 
See  No.  11. 

1110.  Binet,  A.,  et  Simon,  T.     L'intelligence  des  imbeciles.     Annee  psycho!., 

1909,  15,  1-147.  See  No.  13. 

nil.  Bloch,  E.,  und  Lippa,  H.  Die  Intelligenzpriifungsmethode  von  Binet- 
Simon  (1908)  an  schwachsinnigen  Kindern.  Zsch.  f.  angew.  Psychol.. 
1913,  7,  397-409.  See  No.  160. 

1112.  Bloch  E.,  und   Lippa,   H.     Ueber   Wiederholung  der   Binet-Simonschen 

Intelligenzpriifungen   an   schwachsinnigen   Kindern  nach  einem  Jahre.' 
Zsch.  f.  angew.  Psychol.,  1915,  9,  512-515.  See  No.   161. 

1113.  Bloch,    E.      Ueber    Wiederholung    der    Binet-Simonscher     Intelligenz- 

priifung    an    denselben    schwachsinnigen    Kindern    nach    Ablauf    eines 
Jahres.     Zsch.  fiir.   d.   ges.  Neur.  u.   Psychiat.,   1915.  28,  445-455. 
See  No.   162. 

1114.  Boulenger,  M.     I   testi  di  Binet  e  Simon   applicati   a  fanciuUi   anormali 

inglesi  e  belgi.     Riv.  di  psicol.,  1915,  11,  227-234. 

1115.  Brigger,  G.   A  Study  of  Twenty-five  Repeaters  at  the  Associated  Chari- 

ties, Portland,  Oregon.     J.  of  Delinq.,  1916,  1,  187-194. 

Examined  with  the  Stanford  revision.  Case  studies  of  the  six  who  were  found 
to   be   feebleminded. 

1116.  Brenner,  A.  F.     A   Research   on   the   Proportion   of  Mental  Defectives 

Among    Delinquents.      J.    of    Crim.    Law    and    Criminol.,    1914-15,    5, 
561-568. 

Based  on   the   study   of  more  than   500  cases. 

1117.  Campbell,  C.  M.    The  Subnormal  Child — ^A  Survey  of  the  School  Popu- 

lation in  the  Locust  Point  District  of  Baltimore.     Mental  Hyg.,  1917, 
1,  96-147.  See   No.  815. 

1118.  Chotzen,    F.      Die    Intelligenzpriifungsmethode    von     Binet-Simon     bei 

schwachsinnigen  Kindern.     (Unter  Mitwirkung  von  Dr.  M.  Nicolauer.) 
Zsch.  f.  angew.  Psychol..  1912,  6,  411-494.  See  No.   178. 

97 


\ 


1119.  Cronin,  J.  J.     The  Results  of  Applied   Therapeutics  to  So-called   Men- 

tally Deficient  Children.     4.   Intern.   Congr.   on   School   Hyg.,   Buffalo, 
1913,  3,  444-485. 

217  case  studies  of  children  who  had  been  assigned  to  public  school  classes  for 
mental  defectives.  Application  of  the  l?inet  scale  included  in  the  investigation 
and   123  found   mentally   deficient. 

1120.  Cummings,  R.  A.     A  Study  of   Defective   Pupils  in  the  Public  Schools 

of  Tacoma,   Wash.      Psychol.    Clin.,    1914-15,   8,    153-169. 

A  study  which  started  out  "with  no  particular  object  in  view,  but  simply  to  study 
the  situation  and  record  observations."  Ten  pupils  from  the  special  room  were 
studied  for  a  year  and  a  half.  The  Binet  scale  was  used,  numerous  informal  tests, 
some  laboratory  tests,  form-ljoard,  needle-threading  and  de  Sanctis  tests.  Anthrop- 
olotrical  metrical  measurements  were  also  taken.  Some  of  the  results  are  presented 
in    the    form    of   graphic    individual    charts. 

1121.  Decroly,     O.       Intelligenzmessungen     bei     normalen     und     abnormalen 

Kindcrn.      2.    Kongr.    exper.    Psychol.,    VViirzburg,    1906.    pp.    187-193. 
Leipzig:   Barth,    1907.  See  No.    188. 

1122.  Descoeudres,  A.     Exploration  de  quelques  tests  d'intelligence  chez  des 

enfants    anormaux    et    arrieres.      Arch,    de    Psychol.,    1911,    II,   351-375. 
See   No.  450. 

1123.  Doll,  E.  A.     The  A-test  with  the  Feeble-minded.     Training  School  Bull., 

1913,  10,  49-57.  See  No.  452. 

1124.  Doll,  E.  A.     The  DeMoor  Size-Weight  Illusion.     Training  School  Bull.. 

1913,  9,  145-149.  See  No.  453. 

1125.  Doll,  E.  A.    The  Maze  Test  with  the  Feeble-Minded.     Training  School 

Bull.,   1914,  11,  63-65. 

A  motor-coordinntion  test.  233  mentally  defective  children  ranging  in  age  from 
1   to   11   tested. 

1126.  Doll,  E.  A.    I'orm  Board  Speeds  as  Diagnostic  Age  Tests.   J.  of  Psycho- 

A.sihen..   1916.  20,  53-62.  See   No.  456. 

1127.  Doll,  E.  A.     Clinical   Studies  in    Feeble-niiiuiedne?s.      Boston:    Richard 

Badger.  1917.  See  No.  30. 

1128.  Dosai-Revesz,  M.    Experimentelle  Beitrage  zur  Psychologic  der  moral- 

isch  verkommenen  kinder,     Zsch.   f.  angew.   Psychol.,  1911,  5,  272-330. 
See  No.  31. 

1129.  Eastman,  F.  C,  and  Rosanoff,  A.  J.     Association  in  Feeble-Minded  and 

Delinquent    Children.      .Amer.   J.    of   Insan.,    1912,   69,    125-141. 
See  No.  458. 

1130.  Galton,   F.      Supplementary    Notes    on    "Prehension"    in    Idiots.      Mind, 

1887,   12,   79-82.  See   No.  468. 

1131.  Gifford,  E.  G..  and  Goddard,  H.  H.     Defective  Children  in  the  Juvenile 

Court.     Training  School  Bull..  1912,  8,   132-135 

100  cases  from  the  Juvenile  Court  of  Newark.  N.  J.  Presumably  tested  by  the 
Binet  scale,  but  that  information  is  not  given.  66  per  cent,  found  to  lie  distinctly 
feebleminded.      Bright   individual    cases   described    as   fair   samples. 

1132.  Goddard,  H.  H.     The   Form   Board   as  a   Measure  of  Intellectual   De- 

velopment  in    Children.     Training   School  Bull.,    1912,   9,   49-52. 
See  No.  481. 

1133.  Goddard,  H.  H.     The  Adaptation   Board  as  a  Measure  of  Intelligence, 

Training  School  Bull.,  1915,  11.  182-188.  See  No.  482. 

98 


1134.  Goddard,  H.  H.     Four  Hundred  Feeble-Minded  Children   Classified  by 

the  Binet  Method.     Fed.  Sem.,  1910,  17,  387-397.  See  No.  215. 

1135.  Goddard,   H.   H.,  and  Hill,  H.  F.     Feeble-Mindedness  and   Criminality. 

Training    School    Bull.,    1911,    8,    3-6. 

Twelve  convicted  criminals  from  the  New  Jersey  State  Hospital  for  the  Insane 
given  the  Binet  tests.  Ranged  in  age  from  11  to  50  or  more.  Ten  found  to  be 
clear  cases  of  feeblemindedness;  two  were  insane.  Most  of  the  article  given  to 
description   of   individual    cases. 

1136.  Goddard,  H.  H.     The   Improvability  of  Feeble-minded   Children.     J.   of 

Psycho-Asthen.,    1913.    17,    121-131.  See    No.    i7. 

1137.  Goddard,  H.  H.     The  Responsibility  of  Children  in  the  Juvenile  Court. 

J.   of  Crim.   Law  and   Criminol.,   1912,  3,  3-13. 

"Twenty-five  per  cent.,  at  least,  of  the  children  who  come  before  our  Juvenile 
Cotirts  are  feebleminded."  Conclusion  based  on  the  examination  of  100  cases 
selected    at    random    from    the    Juvenile    Court    of    New    York    City. 

1138.  Goddard,   H,    H.      Feeble-Mindedness.      Its    Causes    and    Consequences. 

New  York:    Macmillan,  1914.     Pp    599.  See  No.  38. 

1139  Goddard,  H.  H.  School  Training  of  Defective  Children.  School  Effi- 
ciency Series.  Yonkers-on-Hudson:  World  Book  Company,  1914. 
Pp.  97.  See  No.   39. 

1140.  Goett,  T.     .\ssoziationsversuche  an   Kindern.     Zsch.  f.  Kinderheilkunde, 

1911,   1,  241-235.  See   No.  480. 

1141.  Gwyn,  M.  K.     The  Healy  Puzzle   Picture  and  Defective  Aliens.     Med. 

Rec,    1914,   85,   197-199. 

22   feebleminded    aliens    tested    and    the    results    given    in    tabulated    form. 

1142.  Haines.   T.   H.      High-Grade    Defectives    at    the    Psychopathic    Hospital 

during   1913.     Boston    Med.  and   Surg.  J.,    1914,    171,   854-856. 

Includes  a  brief  account  of  "fifty-three  psychological  examinations  of  defective 
delinquents  by  Binet-Simon  and  performance"  tests.  A  classification  of  mental 
processes  as  those  "in  which  delinquents  are  defective,"  those  "in  which  they 
show   proficiency,"  and   those  "in   which   they   occupy   a  middle  ground." 

1143.  Haines,   T.    H.      Feeble-Mindedness    Among   Adult    Delinquents.     J.    of 

Crim.  Law  and  Criminol.,  1916-17,  7,  702-721. 

100  inmates  of  the  Ohio  penitentiary  examined.  The  point  scale  and  ten  per- 
formance scales  used. 

1144.  Hall,  G.  E.     Reports  on  52  Border-line  cases  in   the  Rome  State  Cus- 

todial Asylum.     N.  Y.  State  Bd.  of  Char.     Eugenics  and  Social  Wel- 
fare,  Bulletins  4  and  6. 

1145.  Healy,  W.     A  Picture   Completion   Test.     Psychol.   Rev.,    1914,  21,   189-. 

203.  See  No.  498. 

1146.  Hinckley,  A.  C.     The  Binet  Tests  Applied  to  Individuals  over  Twelve 

Years  of  Age.     J.  of  Educ.  Psychol.,  1915,  6,  43-58.  See  No.  236. 

1147.  Healy,  W.     Some   Types   of  Mental  Defectives     J.   of  Psycho-Asthen., 

1913-14,  18,  111-116.  See  No.  237. 

1148.  HoUingworth,   L.   S.     The    Frequency   of   Amentia    as    Related    to    Sex. 

Med.  Rec,  1913,  84,  753-756. 

Results  based  on  data  obtained  from  1,000  consecutive  cases  diagnosed  at  the 
New  York  Clearing  House  for  Mental  Defectives.  All  had  been  examined  by  the 
Binet  scale.  The  greater  frequency  of  amentia  among  men  is  apparent  rather 
than   real,   due  to  the    inequality    of  social   pressure   as    applied   to   the   two   sexes. 

1149.  Huey,  E.  B.    Backward  and  Feeble-Minded   Children.    Baltimore:  War- 

wick and  York,  Educ.  Psychol.  Monog..  1912.     Pp.  221.     See  No.  541. 

99 


1150.  Irwin,  E.  A.     A  Study  of  the  Feeble-Minded  in  a  West  Side  School  in 

New  York  City.     Training  School  Bull..  1913,  10,  67-76.         See  No.  869. 

1151.  Jeronutti,  A.     Applicazione   della   "Scala    metrica    dell'    intelligenza"   di 

Binet    e    Simon,    e    dei    "reattivi"    di    Sante    de    Sanctis,   per    I'accerta- 
mento  del  grado  dell'  intelligenza  nei   fanciulli  normale   e   del   grade 
d'insufficienza    mentale    nei    fanciulli    anormalie    deficienti    Esperienze, 
comparazione    critiche.      Rivista   Pedagog.,    1909,    3,   263-281. 
See  No.  244. 

1152.  Johnson,  G.  E.   Contribution  to  the  Psychology  and  Pedagogy  of  Feeble- 

Minded  Children.     Ped.  Sem.,  1894.  3,  246-301.  See  No.  58. 

1153.  Katzenellenbogen,  E.  W.     A   Critical   Essay   on    Mental    Tests  in   their 

Relation  to  Epilepsy.     1912-14.  4,  140-173.  See  No.  523. 

1154.  Kelly,  R.  L.    Psycho-Physical  Tests  of  Normal  and  Abnormal  Children — 

A   Comparative  Study.     Psychol.  Rev.,   1903,  10,  345-372. 

1155.  Kent,    G,   H.      A    firaded    Series    of    Geometrical    Puzzles.      .1.    of    Exp. 

Psychol.,  1916,  1,  40-50.  See  No.  529. 

1156.  Knox,  H.  A.     A  Test  for  Adult  Imbeciles  and  Six-Year-Old   Normals. 

N.  Y.  Med.  J.,  1913.  98,  1017-1018. 

Two  form-board  tests. 

1157.  Knox,  H,  A.     Two  New  Tests  for  the  Detection  of  Defectives.     N.  Y. 

Med.  J.,  1913,  98,  522-524.  See  No.  543. 

1158.  Knox,  H.  A.    A  Comparative  Study  of  the  Imaginative  Powers  in  Men- 

tal Defectives.     Med.  Rec,  1914,  85,  748-751. 

25   average  and  25  mentally  deficient  Italians  tested  by  the   ink  blot   test. 

1159.  Kohs,  S.  C.    The  Distribution  of  the  Feeble-Minded  .Arranged  by  Men- 

tal Age    (Binet).     J.   of  Delinq.,   1916,    1,  61-71. 

An    attempt   to   visualize    the    combined    results    of    his    own    and    several    other    im- 
portant  investigations. 

1160.  Kuhlman,   F.     A   Revision    of   the    Binet-Simon    System   for    Measuring 

the   Intelligence   of    Children.     J.    of   Psycho-Asthen.,    Monog.    Suppl., 

1912,  No.  1.     Pp.  41.  See  No.  262. 

1161.  Kuhlmann,  F.     The    Degree   of   Mental    Deficiency  in    Children    as   Ex- 

pressed by  the  Relation  of  Age  to  Mental  Age.     J.  of  Psycho-Asthen., 

1913.  17,  132-143.     Also  4.  Intern.   Congr.  School  Hyg.,   Buffalo,   1913, 
5,  629,636.  See  No.  263. 

1162.  Kuhlman,  F.    The  Results  of  Grading  Thirteen  Hundred  Feeble-Minded 

Children  with  the  Binet-Simon   Tests.     J.   of  Educ.   Psychol.,    1913.  4, 
261-268.  See   No.   261. 

1163.  Lewis,  E,  O.     The  Binet  and   Point  Scale   Methods  of  Testing  Intelli- 

gence.    J.  of  Exp.  Psychol.,  1917-18,  4,  192-202.  See  No.  270. 

1164.  Lickley,  E.  J.     Causes  of  Truancy  Among  Boys.     Los  Angeles:    Univ. 

of  Southern  California  Press.   Sociological  Monog.,  1917,  No.  3.    Pp.  12. 
See    No.   896. 

1165.  Lindley,  M.     A  Picture  Test.     Training  School   Bull..  1918,  14,   156-161. 

See   No.   547. 

1166.  Luckey,   B.   M.     Correlation   between    Form   Board   Improvement   and 

.Ability  to  Improve  Industrially.     Training  School  Bull.,  1918,  14,  140- 
142.  See  No.  553. 

100 


1167.  Martin,  L.     A   Contribution   to   the   Standardization    of  the    Ue   Sanctis 

Tests.     Training  School  Bull.,  1916,  13,  93-110.  See  No.  379. 

1168.  Mead,  C.  D.     The  Relation  of  General   Intelligence   to  Certain   Mental 

and  Physical  Traits.     New  York:    Columbia  Univ.,  Teachers  College 
Contrib.  to  Educ,  1916.     Pp.  117.  See  No.  562. 

1169.  Melville,   N.  J.     An   Organized   Mental   Survey   in    Philadelphia  Special 

Classes.     Psychol.  Clin.,  1916,  9,  258-265. 

Binet-Simon  scale,  1911  revision,  used.   A  chart  is  given  showing  the  classification 
by  mental  level  and  age  differences  of  850  pupils. 

1170.  Morrow,  L.,  and  Bridgman,  O.     Delinquent  Girls  Tested  by  tlie  Binet 

Scale.     Training  School  Bull.,  1912,  9,  33-36. 

Out   of  60  girls   examined   "only   20   at   most   will    be   able   to   take   anything    like    a 
normal    place    in    society." 

1171.  Norsworthy,  N.   The  Psychology  of  Mentally  Deficient  Children.    Arch. 

of  Psychol..  1906,  No.  1.     Pp.  111.  See  No.  574. 

1172.  Ordahl,  L.  E.,  and  Ordahl,  G.     Qualitative  Differences  between  Levels 

of    Intelligence    in    Feeble-Minded    Children.      J.    of    Psycho-Asthen. 
Monog.  Suppl.,  1915,  1   (No.  2),  1-50.  See  No.  575. 

1173.  Otis,  M.     A  Studyof  Association  in  Defectives.     J.  of  Educ.   Psychol., 

1915,  6,  271-288.  See  No.  577. 

1174.  Paddon,   M.   E.     A   Study   of   Fifty   Feeble-Minded    Prostitutes.     J.    of 

Delinq.,  1918,  3.  1-11. 

The    Binet    scalei    was    used    as    a    starting    point    in    this     investigation,    but    the 
emphasis   is   laid   on   the   social    and  economic   status  of  the   subjects. 

1175.  Pear,  T.  H.,  and  Wyatt,  S.     The  Testimony  of  Normal  and  Mentally 

Defective   Children.   Brit.  J.  of  Psychol.,  1913-14,  6,  387-419. 
See   No.   581. 

1176.  Peterson,  A.  M.,  and  Doll,  E.  A.   Sensory  Discrimination  in  Normal  and 

Feeble-Minded   Children.     An    Experimental   Study   of   Discrimination 
of  Lifted  Weights  in  Relation  to  Mental  Age.     Training  School  Bull., 

1914,  11.  110-118,  135-144.  See  No.  582. 

1177.  Pintner,  R.,  and  Paterson,  D.  G.    Experience  and  the  Binet-Simon  Tests. 

Psychol.  Clin.,  1914-15,  8,  197-200.  See  No.  285. 

1178.  Pintner,  R.     The  Standardization  of  Knox's  Cube  Test.     Psychol.  Rev., 

1915,  22,  377-401.  See   No.  586. 

1179.  Pintner  R.,  and  Paterson,  D.  G.    A  Psychological  Basis  for  the  Diagno- 

sis of  Feeble-Mindedness.     J.  of  Crim.  Law  and  Criminol.,  1916-17,  7, 
32-55.  See   No.  82. 

1180.  Porteus,  S.  D.     Mental  Tests  for  Feeble-Minded.     A  New  Series,     J.  of 

Psycho-Asthen.,    1915,   19,  200-213. 

1181.  Porteus,  S.  D.     Motor  Intellectual  Tests  in    Mental   Defectives.     J.   of 

Exp.   Ped.,   1915-16,   3,   127-135.  See   No.   384. 

1182.  Porteus,   S.   D.     The    Measurement   of   Intelligence:    Six   Hundred  and 

Fifty-three   Children   Examined   by  the   Binet   and   Porteus  Tests.     J. 
of  Educ.  Psychol.,  1918,  9,  13-31.  See  No.  386. 

1183.  Roemer,      F.        Assoziationsversuche      an      geistig      zuriickgebliebenen 

Kindern.     Fortschritte  der  Psychol.,  1914,  3,  43-101. 

Comparison  of  120  mentally  retarded  with  441  normal  children  in  a  free  association 
test. 

101 


1184.  Saffiotti,  F.  U.     Die   Erziehung  der   Abnornien   in   Italien.     Eos.   1913,  9, 

34-44.  See  No.  301. 

1185.  Schmitt,   G.      Standardization    Tests    for    Defective    Children.      Psychol. 

Monog.,  1915,  19,  No.  83.     Pp.  81.  See  No.  616. 

1186.  Schubert,  A.     Versuch  einer   Anwendnng   der    Methode    von    Binet   auf 

die  Erforschung  der  russischen  defektiven  Kindern.  (Original  in  Rus- 
sian 1.  Russ.  Congr.  Exper.  Pedag.,  1910.)  Also  Archiv.  f.  d.  gesamt. 
Psychol.,  1913,  26, .     Trans.  H.  Reybekiel.  See  No.  309. 

1187.  Sylvester,  R.  H.     The   Form  Board  Test.     Psychol.   Monog.,   1915,   15, 

No.  65.     Pp.  56.  See  No.  638. 

1188.  Terman,  L.  M.     /\  burvey  of  Mentally  Defective  Children  in  the  Schools 

of  San  Luis  Obispo,  California.  Psychol.  Clin.,  1912-13,  6,  131-139. 
See  No.  320. 

1189.  Town,  C.  H.     A  Study  of  Speech   Development  in  Two  Hundred  and 

Eight3'-five  Idiots  and  Imbeciles.  J.  of  Psycho-Asthen.,  1912,  17,  7-15. 
See   No.  646. 

1190.  Vaney,   V.     Le    diagnostic  des   arrieres   scolaires.      L'Enfance    Anorm., 

1913,  20,  509-514.  See   No.   2>2,7 . 

1191.  Wallin,  J.  E.  W.     Experimental   Studies  of  Mental    Defectives.     Balti- 

more: Warwick  and  York.  Educ.  Psychol.  Monog..  1912.  No.  7. 
Pp.  155.  See  No.  125. 

1192.  Wallin,  J.  E.  W.     The  Mental   Health  of  the  School   Child.     Contribu- 

tions to  a  New  Science  of  Orthophrenics  and  Orthosomatics.  New 
Haven:    Yale  Univ.  Press,  1914.     Pp.  450.  See  No.  123. 

1193.  Wallin,    J.    E.    W.       Psycho-Motor     Norms     for     Practical     Diagnosis. 

Psychol.  Monog.,  1916,  22,  No.  94.    Pp.  102.  See  No.  651. 

1194.  Wallin,  J.  E.  W.     The   Phenomenon  of  Scattering  in  the   Binet-Simon 

Scale.     Psychol.   Clin.,   1917,   11,  179-195.  See  No.  347. 

1195.  Wallin,  J  E.  W.     Wide  Range  versus  Narrow  Range  Binet-Simon  Test- 

ing.   J.  of  Delinq.,  1917,  2,  315-330.  See  No.  348. 

1196.  Wallin,    J.    E.    W.      Problems    of    Subnormality.      Yonkers-on-Hudson, 

N.   Y.,   World   Book  Co.,   1917.     Pp.  485.  See  No.   126. 

1197.  Williams,   J.   H.      Classification    of   Fifty    Backward   and    Feebleminded 

School   Children.     Psychol.   Clin.,   1915-16,  9,  97-106. 

Those  children  selected  by  their  teachers  because  of  backwardness,  were  tested 
by  the  Stanford  Revision  of  thfe  Binet-Simon  scale.  They  were  found  to  range 
in    intelligence    from    middle   grade    morons   to   superior    normal. 

1198.  Williams,  J.  H.     Backward  and   Feeble-Minded    Children    in    Salt    Lake 

City.     Training  School   Bull..   1915,   12,   123-129. 

108  children  examined  by  the  Stanford  Revision  and  their  chronological  and  mental 
ages  compared   in  a  curve.     No  discussion   of  the   tests. 

4.     With  the  Psychopathic 

1199.  Anderson,  V.  V.     A  Proper  Classification  of  Border-Line  Mental  Cases 

Amongst  Offenders.  Boston  Med.  and  Surg.  J.,  1915,  173,  466-469. 
Also  J.  of  Crim.  Law  and  Criminol.,  1916,  6,  689-695.  See  No.  2. 

1200.  Baroncini,  L.,  e   Sarteschi,  U.     Richerche  di   Psicologia  individuale  nei 

dementi.     Riv.  di  psicol.,  1910,  6,  1-23. 

The   application   of   the   Binet    tests    to   sixty    dements    (Kohs). 

102 


1201.  Bechterew,  W.,  von,  und  Wladyczko,  S.     Beitrage  zur  Methodik  der  ob- 

jektiven    Untersuchung  von   Geisteskranken.     Zsch.    f.    Psychother.    u. 
Med.   Psychol.,  1911,  2,  87-109.  See   No.   398. 

1202.  Binet,  A.,  et  Simon,  T.     Nouvelle  theorie  psychologique  ct  clinique  de  la 

demence.     Annee  psychol.,  1909,  15,  168-272.  See  No.  157. 

1203.  Brown  D.   L.   F.     Testing  Epileptics.     Training  School   Bull.,   1917,   14^ 

12-16.  See  No.   174. 

1204.  D'Allonnes,  G.  R.    L'affaiblissment  ntellectuel  chez  les  dements.    Paris: 

Mean.    1912.      Pp.   228. 

Thirty  cases  examined.  The  method  employed  was  similar  to  that  of  liiiiet- 
Simon   in  their  "Nouvelle  Theorie  de   la  demence"   (Kohs). 

1205.  Decroly,  O.,  et  Degand,  J.     Les  tests  de  Binet  et  Simon  pour  la  mesure 

del    'intelligence:     contribution    critique.      Arch,    de   Psychol.,    1906,   6, 

27-130. 

Account    of   individual    responses. 

1206.  Ellis,  F.  W.,  and  Bingham,  T.      Report   of   Mental    Examination.     Re- 

print   from   7th   Annl.    Rept.   of   N.   Y.    Prob.   and    Prot.   Assoc,    Sept.„ 

1915. 

Describes   Neurological   Institute   Mental   Tests   and   gives   representative  cases. 

1207.  Griffith,  A.  H.     Mental  Tests  for  Use  with  Defective  Children.     Child, 

1916,  6,  455-460. 

Epileptic  patients  annually  examined  by  a  modified  form  of  the  Binet  scale> 
"Some  method  of  mental  testing  is  absolutely  necessary  in  determining  the  prog- 
nosis  ir.  regard  to  patients   suffering  from  epilepsy." 

1208.  Haines,  T.   H.      High-Grade    Defectives    at   the    Psychopathic    Hospital 

During  1913.     Boston  Med.  and  Surg.  J.,  1914,  171,  854-856. 

Includes  a  brief  account  of  "fifty-three  psychological  examinations  of  defective- 
delinquents  by  Binet-Simon  and  performance"  tests.  A  classification  of  mental 
processes  as  those  "in  which  delinquents  are  defective,"  those  "in  which  they 
show    proficiency"   and   those   "in    which   they   occupy    a   middle  ground.'' 

1209.  Hart,  B.,  and  Spearman,  C.     Mental  Tests  of  Dementia.     J.  of  Abnorm- 

Psychol.,   1914,  9,  217-264.  See  No.  45. 

1210.  Karpas,  M.  J.     Remarks  on  Neurology  and  Psychiatry  in  Berlin,  witb 

Special  Reference  tq  Ziehen's  Intelligence  Test,  Utica,  N.  Y.:  State 
Hosp.   Bull.,  1910-11,  3,  393-402. 

1211.  Karpas,    M.    J.      Psychic    Constitutional    Inferiority.      N.    Y.    Med.    J.., 

Mar.  22,  1913. 

Includes  Ziehen's  Tests. 

1212.  Katzenellenbogen,  E.  W.     A  Critical   Essay   on   Mental   Tests   in   theii 

Relation  to  Epilepsy.    Epilepsia,  1912-14,  4, 130-173.  See  No.  523- 

1213.  Kent,  G.  H.,  and  Rosanoff,  A.  J.     A  Study  of  Association  in  Insanity- 

Amer.  J.  of  Insan.,  1910-11,  67,  37-96,  317-390.  See  No.  528. 

1214.  Kramer,   F.     Die   Intelligenzpriifung   bei   kriminellen   und   psychopathi- 

schen  Kindern.  1.  deut.  Kongr.  f.  Jugenbdg.  u.  Jugendkde.,  Dresden^,. 
1911.  Also  Leipzig:  Teubner,  Arbeiten  des  Bundes  ftir  Schulreform,, 
1911.     Pp.  28.  See  No.  257. 

1215.  Kramer,    F.     Die    Intelligenzpriifung   bei    kriminellen    und   psychopath— 

ischen   Kindern.     Vortrag,  1911.  See  No.  259. 

1216.  Ley,  A.,  et   Menzerath,   P.     L'etude   experimentale   de   association   des; 

idees  dans  les  maladies  mentales.  Gand:  Van  der  Haeghen,  1911:. 
Pp.  200. 

103 


1217.  MacDonald,    J.    B.      The    Binet    Tests    in    a    Hospital    for    the    Insane. 

Training  School  Bull.,  1910,  7,  250-251.  See  No.  272. 

1218.  Rossy,  C.  S.,  and  Sawyer,  M.  H.    Comparison  of  Mental  Gradings  by 

the  Yerkes-Kridges  Point  Scale  and  the  Binet-Simon  Scale.  Ped.  Sem., 
1916.  23,  452-467.  See  No.  296. 

1219.  Sarteschi,  U.     Ricerche  di   Psicologia  individuale  nei  dementi.     Riv.   di 

psicol.,  1916,  6,  441-488. 
Many    case    studies. 

1220.  Stelzner,   H.     Die   psychopathischen    Konstitutionen   und   ihre   sociolog- 

ische   Bedeutung.      1911. 

Compiled   a   series  of   13   tests. 

1221.  Strong,   E.    K.,    Jr.      A    Comparison    between    Experimental    Data    and 

Clinical  Results  in  Manic-Depressive  Insanity.  Amer.  J.  of  Psychol., 
1913.  24,  66-98.  See   No.  634. 

1222.  Wallin,  J.  E.  W.    The  Mental  Health  of  the  School  Child.    The  Psycho- 

Educational  Clinic  in  Relation  to  Child  Welfare.  Contributions  to  a 
New  Science  of  Orthophrenics  and  Orthosomatics.  New  Haven:  Yale 
Univ.  Press,  1914.     Pp.  450.  See  No.  123. 

1223.  Wallin,  J.  E.  W.    Wide  Range  versus  Narrow  Range  Binet-Simon  Test- 

ing.   J.  of  Delinq.,  1917,  2,  315-330.  See  No.  348. 

1224.  Wender,    Louis.     The   Applicability '  of   Binet-Simon    Intelligence   Tests 

in  Psychoses  of  the  Senium,  N.  Y.  Med.  J.,  Vol.  CI.,  No.  10,  Whole 
No.  1892,  Mar.  6,  1915.  See  No.  354. 

5.     With  Delinquents 

1225.  Anderson,  V.  V.     A  Proper*  Classification  of  Border-Line  Mental  Cases 

Amongst  Offenders.  Boston  Med.  and  Surg.  J.,  1915,  173,  466-469. 
Also  J.  of  Crim.  Law  and  Criminol.,  1916,  6,  689-695.  See  No.  2. 

1226.  Anonymous.      Mental    Examinations.      Albany,    N.    Y.:     The    Capitol. 

Eugenics  and  Social  Welfare  Bull.,  No.  11.    Pp.  73.  See  No.  780. 

--  1227.     Baldwin,  B.  T.    The  Learning  of  Delinquent  Adolescent  Girls  as  Shown 
by  a  Substitution   Test.     J.   of  Educ.    Psychol.,    1913.   4,   317-332. 
See  No.  396. 

1228.  Beanblossom,    M.    L.      Mental    Examination    of    Two    Thousand    Delin- 

quent Boys  and  Young  Men.  Jefifersonville,  Ind. :  Indiana  Reform- 
atory Print,  1916.     Pp.  23.  See  No.  397. 

1229.  Bluemel,   C.    S.      Binet    Tests    on    Two    Hundred    Juvenile    Delinquents. 

Training  School   Bull.   1915.   12,  187-193.  See   No.   163. 

1230.  Bowler,  A.  C.     The  Trabue  Completion  Test  as  Applied  to  Delinquent 

Girls.     J.  of  Exp.  Psychol.,  1916,  1,  533-539.  See  No.  413. 

—  1231.  Bronner,  A.  F.  A  Comparative  Study  of  the  Intelligence  of  Delinquent 
Girls.  New  York:  Columbia  Univ.,  Teachers  College  Contrib.  to 
Educ,  No.  68.     Pp.  95. 

Four  groups  tested:  Delinquent  girls;  college  students;  a  group  of  working  girls 
attending  evening  classes,  and  a  group  whose  only  wage  earning  occupation  had 
been  that  of  domestic  service.  The  tests  employed  were  easy  and  hard  opposites, 
two  memory  tests  and  a  completion  test.  These  were  supplemented  by  two  ethical 
discrimination  tests.  So  far  as  intelligence  was  concerned  the  first  and  last  groups 
were  found   about   equal.. 

104 


1232.  Bronner,  A.  F.     A   Research   on   the   Proportion   of  Mental    Defectives 

among    Delinquents.      J.    of    Crim.    Law    and    Criminol.,    1914-15,    5, 
561-568. 

Based  on   the   study   of  more  than  SOO  cases. 

1233.  Bronner,  A.   F.     "Construction   Test   A"    of   the    Healy-Fernald    Series. 

Psychol.  Clin.,  1916-17,  10,  40-44.  See  No.  418. 

1234.  Bronner,  A.   F.     The   Psychology  of  Special  Abilities  and    Disabilities. 

Boston:    Little,  Brown.  1917.     Pp.  269.  See  No.  419. 

1235.  Carley,  L.  A.     Mental  Tests  and  Practical  Judgment.     J.  of  Crim.  Law 

and  Criminol.,  1915-16,  6,  249-259.  See  No.  428. 

1236.  Decroly,  O.     L'examen  des  delinquants  juveniles.     3.   Congr.  intern,  de 

Neurol,  et  Psychiat.     Bruxelles,  1913. 

1237.  Doll,  E.  A.     Supplementary  Analysis  of  H.  B.  Hickman's  Study  of  De- 

linquents.    Training  School  Bull.,   1915,   11,  165-168. 

Hickman's  results  (Training  School  Bull.,  1915,  11,  159-164)  summarized  in  six 
tables.  The  coefficients  of  correlation  between  chronological  age  and  mental  age 
are  found;  between  chronological  age  and  school  grade  and  between  mental  age 
and  school  grade.  These  coefficients  are  compared  with  those  found  by  Goddard 
with    his   "Two   Thousand    Normal    Children." 

1238.  Eastman,  F.  C,  iind  Rosanoff,  A.  J.     Association  in  Feeble-Minded  and 

Delinquent   Children.     Amer.  J.  of  Insan.,    1912,  69,   125-141. 
See   No  458. 

1239.  Ellis,   F.   W.,   and    Bingham,   A.   T.      Report    of    Mental    Examinations. 

Reprint  from  8th  Annl.  Rept.  of  N.  Y.  Prob.  and  Prot.  Assoc,  Sept., 
1916. 

Gives  statement  of  purpose  and  background  of  Mental  Testing  and  cases  of  in- 
dividual   delinquents. 

1240.  Eynon,  W.  G.    The  Mental  Measurement  of  Four  Hundred  Juvenile  De- 

linquents by  the  Binet-Simon  System.     N.  Y.  Med.  J.,  1913,  98,  175-178. 
See  No.  208. 

-1241.     Fernald,  G.  G.     An  Achievement  Capacity  Test.     A  Preliminary  Report. 
J.  of  Educ.  Psychol.,  1912,  3,  331-336. 

A  test  of  "persistence  or   spunk." 

1242.  Fernald,  G.  M.     The  Use  of  the  Binet  Scale  with  Delinquent  Children. 

4  Intern.  Congr.  School  Hyg.,  Buffalo,  1913,  5,  670-677. 
See  No.  211. 

1243.  Fernald,   G.   M.     Report  of  the   Psychological    Work   of  the   California 

School  for  Girls.    J.  of  Delinq.,  1916,  1,  22-32.  See  No.  212. 

1244.  Fernald,  M.  R.     Practical  Applications  of  Psychology  to  the  Problems 

of  a  Clearing  House.     J.  of  Crim.  Law  and  Criminol.,  1917,  7,  722-731. 
See  No.  209. 

1245.  Gilford,  E.  G.,  and  Goddard,  H.  H.     Defective  Children  in  the  Juvenile 

Court.    Training  School  Bull.,  1912,  8,  132-135.  See  No.  1131. 

1246.  Gilliland,  A.  R.     The  Mental  Ability  of  100  Inmates  of  the  Columbus 

(Ohio)    Workhouse.      J.    of    Crim.    Law    and    Criminol.,     1916-17,    7, 
857-866. 

Tested  with  the  Yerkes  point  scale.  Results  considered  in  relation  to  the  crimes 
committed,    the    school    grades    attained,    and    the    race    of   the    prisoners. 

105 


1247.  Goddard,  H.  H.,  and  Hill,  H.  F.     Delinquent  Girls  Tested  by  the  Binet 

Scale.     Training  School  Bull.,  1911,  8,  50-56. 

Fifty-six  reformatory  girls  out  on  probation  tested.  All  but  four  found  to  be 
feebleminded.     Twelve   individual   cases  described. 

1248.  Goddard,  H.   H.,  and  Hill,  H.   F.     Feeble-Mindedness  and   Criminality. 

Training   School    Bull.,    1911,  8,  3-6.  See   No.    1135. 

1249.  Goddard,  H.  H.     The  Responsibility  of  Children  in  the  Juvenile  Court. 

j.  of  Crim.  Law  and  Criminol.,  1912,  3,  3-13.  See  No.  1137. 

1250.  Haines,    T.    H.      Point    Scale    Ratings    of    Delinquent    Boys    and    Girls. 

Psychol.    Rev..    1915,   22,    104-109. 

Although  not  specifically  stated,  this  is  probably  the  same  examination  as  that 
reported  in  the  Illinois  Med.  J.,  1915,  28,  283-290,  results  from  the  first  200  cases 
only   being  reported   here. 

1251.  Haines,    T.    H.      Mental    Examination    of    Delinquent    Boys    and    Girls. 

111.  Med.  J.,  1915.  28,  283-290.  See  No.  225. 

1252.  Haines,  T.  H.     Diagnostic  Value  of  Some  Performance  Tests.     Psychol. 

Rev.,  1915,  22,  299-305.  See  No.  493. 

1253.  Haines,  T.  H.     Relative  Value  of  Point-Scale  and  Year-Scale  Measure- 

ments of  One  Thousand  Minor  Delinquents.  J.  of  Exp.  Psychol., 
1916,   1,   51-82.  See    No.   226. 

1254.  Haines,   T.    H.      Feeble-Mindedness   among    Adult    Delinquents.      J.    of 

Crim.  Law  and  Criminol.,  1916-17,  7,  702-721. 

100  inmates  of  the  Ohio  penitentiary  examined.  The  point  scale  and  ten  perform- 
ance  scales  used. 

1255.  Haines,  T.  H.     Notes  on  Mental  Conditions  of  Adult  Female  Offenders 

in  Ohio.     J.  of  Delinq.,  1917,  2,  53-58. 

Examined  by  the  Yerkes  point  scale.  Pintner's  performance  tests  and  the  Knox 
Cube    test. 

1256.  Healy,  W.,  and  Fernald,  G.  M.     Tests   for  Practical  Mental  Classifica- 

tion.    Psychol.  Monog.,  1911,  13,  No.  2.     Pp.  53.  See  No.  497. 

1257.  Healy,  W.    Some  Types  of   Mental   Defectives.    J.   of  Psycho-Asthen., 

1913-14.   18,   111-116.  See   No.   237. 

1258.  Healy,  W.    A   Picture   Completion   Test.      Psychol.   Rev.,   1914,  21,   189- 

203.  See   No.    498. 

1259.  Healy,  W.     The    Individual    Delinquent.    Boston:     Little,    Brown,    1915. 

Pp.  825.  See   No.  46. 

1260.  Hickman,  H.  B.     Delinquent   and   Criminal   Boys  Tested  by   the   Binet 

Scale.     Training  School  Bull.,  1915.  11,  159-164.  See  No.  234. 

1261.  Hill,  D.  S.     An  Experimental  Study  of  Delinquent  and   Destitute  Boys 

in  New  Orleans,  and  Notes  Concerning  Preventative  and  Ameliora- 
tive Measures  in  the  United  States.  New  Orleans:  Published  by  the 
Commission  Council,  1914.     Pp.  130. 

A  detailed  study  of  63  delinquent  boys.  These  were  examined  individually  by  the 
form-board,  Binet-Simon,  color  naming  and  aussnge  tests  and  as  a  group  by  the 
Ebbinghaus-Terman  completion  test  and  Courtis-Heck  arithmetic  test. 

1262.  Jennings,  H.  M.,  and  Hallock,  A.  L.     Binet-Simon  Tests  and  the  George 

Junior  Republic.    J.  of  Educ.  Psychol.,  1913,  4,  471-475.         See  No.  246. 
1263      Kelley,   T.   L.     The    Mental    Aspects    of   Delinquency.     Austin,   Texas: 
Univ.  of  Texas  Bull.,  1917.     Pp.  125. 

The    psychological    tests    used    were    the    author's    constructive    ability    test,    a   modi- 

106 


lied  Trabue  completion  test  and  the  Binet  tests.  Physical  and  psycho-motor  testis 
also  used.     There   is  an   annotated  bibliography   of   145   titles. 

1264.  Kramer,    F.      Die    Intelligenzpriifung   bei   kriminellen    und    psychopath- 

ischen  Kindern.     Vortrag,   1911.  See  No.  259. 

1265.  Morrow,  L.  and  Bridgman,  O.     Delinquent   Girls  Tested  by  the   Binet 

Scale.     Training  School  Bull.,  1912,  9,  33-36. 

\Out  of  60  girls  examined  "only  20  at  most  will  be  able  to  take  anything  like  a 
normal  place  in  society." 

1Z66.     Ordahl  G.     A  Study  of  Fifty-three  Male  Convicts.     J.  of  Delinq.,  1916, 
1,  1-21.  See  No.  282. 

1267.  Ordahl,   G.     A   Study   of  341    Delinquent  Boys.     J.  of   Delinq.,   1916,    1, 

72-86. 

Examined   by   the   Stanford   and  Faribault  revisions. 

1268.  Ordahl,  G.     Mental  Defectives  and  the  Juvenile   Court.     J.   of  Delinq., 

1917,  2,  1-13. 

Examined   by   the   Stanford   and   Faribault  revisions.     Distributions  of  I.   Q.'s. 

1269.  Ordahl,  L.  E.,  and  Ordahl,  G,     A  Study  of  Delinquent  and  Dependent 

Girls.     J.  of  Delinq.,  1918,  3,  41-73. 

State  Training  school  for  Girls,  Geneva,  111.  432  girls  examined  by  means  of  the 
Faribault  revision  of  the  Binet-Simon  scale  and  by  the  Stanford  revision.  Peda- 
gogical retardation  also  studied.  In  the  case  studies  emphasis  is  laid  on  the 
environmental    conditions. 

1270.  Otis,  M.    The  Binet  Tests  Applied  to  Delinquent  Girls.     Psychol.  Clin., 

1913-14,   7,    127-134. 

Examined  172  subjects.  On  the  basis  of  results  the  girls  were  classified  as  De- 
fectives, Morons  and  Normal.  The  number  of  correct  answers  was  then  tabulated 
and  "the  percentage  estimated,  not  only  for  the  whole  group,  but  for  each  of  the 
classes."  The  results  are  presented  in  one  table  and  four  graphs  and  discussed 
in  detail   as  well. 

1271.  Paddon,   M.   E.     A    Study    of    Fifty    Feeble-Minded    Prostitutes.      J.    of 

Delinq.,   1918,   3,   1-11. 

The  Binet  scale  was  used  as  a  starting  point  in  this  investigation,  but  the  em- 
phasis is   laid  on   the  social  and  economic  status   of  the   subjects. 

1272.  Pintner,  R.     One   Hundred   Juvenile   Delinquents   Tested   by   the    Binet 

Scale.     Ped.  Sem.,  1914,  21,  523-531. 

\  Emphasis    laid    on    the   relation   between   delinquency    and    intelligence   rather   than 

on  the  tests.  Use  of  the  I.  Q.  discussed  and  the  investigation  compared  with 
others   of  like  purpose. 

1273.  Pintner,  R.,  and  Toops,  H.  A.     A  Mental  Survey  of  the  Population  of 

a  Workhouse.     J.  of  Delinq.,  1917,  2]  278-287.  See  No.  599. 

1274.  Pintner,  R.,  and  Reamer,  J.     Mental  Ability  and  Future  Success  of  De- 

linquent Girls.    J.  of  Delinq.,  1918,  3,  74-79.  See  No.  291. 

1275.  Porteus,  Sj  D.     Mental  Tests  with  Delinquents  and  Australian  Aborig- 

inal Children.     Psychol.  Rev.,  1917,  24,  32-42.  See  No.  385. 

1276.  Porteus,  S.   D.     The    Measurement   of   Intelligence:     Six   Hundred   and 

Fifty-three  Children  Examined  by  the  Binet  and  Porteus  Tc.;ts.     J.  of 
F.duc.  Psychol.,  1918,  9,  13-31.  See  No.  386. 

1277.  Pyle,  W.  H.     A  Study  of  Delinquent  Girls.     Psychol.   Clin..   19i^-15,  8, 

143-148. 

The  mental  tests  were  the  group  tests  described  in  the  author's  manual  ana  two 
Ebbinghaus  tests.  About  240  girls  examined.  The  results  are  compared  v  Jth 
those  obtained  from  the  public  school  girls.  A  close  relation  between  menti  1 
defect  and  crime   is   indicated.  .^ 

107 


\ 


1278.  Renz,  E.     A  Study  of  the  Intelligence  of  Delinquents  and  the  Eugenic 

Significance  of  Mental  Defect.     Training  School  Bull.,  1914,  11,  37-39. 

A  brief  summary  of  an  investigation  carried  on  in  a  Girl.s'  Reformatory  of  Ohio. 
The  Binet  tests  were  given  to  100  girls,  the  total  admission  of  a  half  year.  The 
results  are  analyzed,  and  a  radical,  a  moderate  and  a  conservative  estimate  of 
the    percentage    of   feeblemindedness    is   given. 

1279.  Rowland,    E.      Report    on    Experiments   at    the    State    Reformatory    for 

Women  at  Bedford,  New  York.  Psychol.  Rev.,  1913.  20,  245-249. 
See  No.  613. 

1280.  Spaulding,  S.  R.    The  Results  of  Mental  and  Physical  Examinations  of 

Four  Hundred  Women  Offenders.  With  Particular  Reference  to 
their  Treatment  during  Commitment.  J.  of  Crim.  Law  and  Criminol., 
1914,  5,  704-717. 

The  relation  of  mental  ability  to  school  work,  physical  condition,  and  avail- 
ability   for    institution   labors. 

1281.  Sullivan,    W.    C.      La    niesure    du    developpement    intellectuel    chez    les 

jeunes  delinquantes.     Annee  psychol.,  1912,  18,  341-361.  See  No.  108. 

1282.  Wallin,    J.    E.    W.      Criminal    Irresponsibility.      J.    of    Delinq.,    1916,    1, 

250-253.  See  No.  345. 

1283.  Weidensall,  J.    Psychological  Tests  as  Applied  to  the  Criminal  Woman. 

Psychol.    Rev.,    1914,  21,  370-375.  See   No.   351. 

1284.  Weidensall,  J.     The   Mentality  of  the   Criminal  Woman.     A   Compara- 

tive Study  of  the  Criminal  Woman,  the  Working  Girl,  and  the  Effi- 
cient Working  Woman  in  a  Series  of  Mental  and  Physical  Tests. 
Baltimore:  Warwick  and  York.  Educ.  Psychol.  Monog.,  1916,  No.  14. 
Pp.  332.  See  No.  657. 

1285.  Williams,  J.   H.     A    Study   of    150   Delinquent   Boys.     Research    Lab., 

Buckel  Foundation,  Stanford  Univ.,  1915.  1,  3-15.  See  No.  358. 

1286.  Williams,  J.  H.     Intelligence  and  Delinquency.     A  Study  of  Two  Hun- 

dred and  Fifteen  Cases.  J.  of  Crim.  Law  and  Criminol.,  1915-16, 
6,  696-705. 

Examined    by    the   Stanford    revision.     School    success,    home   and   heredity    studied. 

1287.  Williams,    J.    H.      Delinquent    Boys    of    Superior    Intelligence.      J.    of 

Delinq.,  1916,  1,  33-52. 

Case  studies  of  three  boys  whose  I.  Q.'s  were  above  1.10  and  of  17  whose  I.  Q.'s 
were   between   1.01    and    1.10. 

6.     With  Different  Social  Groups 

1288.  Anonymous.     Mental  Examinations.     Albany,  N.  Y.:    The  Capitol.    Eu- 

genics and  Social  Welfare  Bull.,  No.  11.     Pp.  IZ.  See  No.  780. 

13K>./Bridges,  J.  W.,  and  Coler,  L.  E.     The  Relation  of  Intelligence  to  Social 

jL      Statu.s.     Psychol.  Rev.,  1917,  24,  1-31. 
12^0.     jftrigger,    G.      A    Study    of    Twenty-five    Repeaters    at    the     .Associated 
Charities,  Portland,  Oregon.     J.  of  Delinq.,  1916,  1,  187-194. 

Examined  with  the  Stanford  revision.  Case  studies  of  the  six  who  were  found 
'■3   be   feebleminded. 

1291.  B:  jnner,  A.  F.  A  Comparative  Study  of  the  Intelligence  of  Delin- 
quent Girls.  New  York:  Columbia  Univ.,  Teachers  College  Contrib. 
to  Educ,  No.  68.     Pp.  95.  See  No.  1231. 

129;>;'  Burt,  C.  Experimental  Tests  of  General  Intelligence.  Brit.  J.  of 
Psychol..   1909-10,  3,  94-177.  See  No.   421. 

108 


1293.  Burt,  C.     Experimental  Tests   of  Higher   Mental   Processes   and   their 

Relation  to  General  Intelligence.  J.  of  Exp.  Pad.,  1911-12,  1,  93-112. 
See   No.   422. 

1294.  Burt,  C,  and  Moore,  R.  C.    The  Mental  Diflferences  between  the  Sexes. 

J.  of  Exp.  Ped.,  1911-12,  1,  273-284.  355-388.  See  No.  423. 

1295.  Conway,    C.    E.      Performance    Norms    for    Thirteen    Tests.      Albany, 

N.  Y.,  The  Capitol.  Eugenics  and  Social  Welfare  Bull.,  No.  8,  1917. 
Pp.   142.  See  No.  442. 

English,  H.  B.  An  Experimental  Study  of  Mental  Capacity  of  School 
Children,  Correlated  with  Social  Status.  Psychol.  Monog.,  1917,  23, 
(No.  3),  266-331.  See  No.  462. 

1297.  Hill,  D.  S.    An  Experimental  Study  of  Delinquent  and  Destitute  Boys 

in  New  Orleans,  and  Notes  Concerning  Preventative  and  Ameliora- 
tive Measures  in  the  United  States.  New  Orleans,  Published  by  the 
Commission   Council,   1914.     Pp.   130.  See   No.   1261. 

1298.  Hoffman,  A.     Vergleichende  Intelligenzpriifungen  an  Vorschiilern   nnd 

Volksschulern.      Zsch.    f.    angew.    Psychol.,    1913-14,    8,    102-120. 
See  No.  865. 


1299.     Irwin,  E.  A.     A  Study   of  the   Feeble-Minded  in   a   West   Side    School 


A^ 


1300. 


1301. 


1302. 


f 


1303. 
1304. 


.  1305. 

-V 

1306. 
1307. 
1308. 


in  New  York  City.     Training  School  Bull.,  1913,   10,  67-76.       ^ 
See  No.  869 


/ 


L^ 


Meumann,  E.  Die  soziale  Bedeutung  der  Intelligenzpriifungen.  Zsch. 
f.  pad.  Psychol.,  1913,  14,  433-440. 

Social  conditions  affect  the  results. 

Morle,  M.  L'influence  de  I'etate  social  sur  degre  de  I'intelligence  des 
enfants.  Bull.  Soc.  libre  Educ.  psychol.  d'enfant,  1911,  12,  8-15. 
See   No.  280. 

Mullan,  E.  H.  Mental  Status  of  Rural  School  Children.  Report  of 
the  Preliminary  Sanitary  Survey  made  in  New  Castle  Co.,  Delaware, 
with  a  Description   of  the  Tests   Employed.     Public   Health   Reports, 

1916,  31,   3174-87.  See    No.    570. 

Ordahl,  L.  E.,  and  Ordahl»  B.  A  Study  of  Delinquent  and  Dependent 
Girls.     J.  of  Delinq.,  1918,  3,  41-73.  See  No.   1269. 

Pintner,  R.,  and  Anderson,  M.  M.  The  Picture  Completion  Test.  Balti- 
more: Warwick  and  York,  Educ.  Psychol.  Monog.,  1917,  No.  20. 
Pp.  101.  See  No.  596. 

Pintner,  R.  The  Mentality  of  the  Dependent  Child,  together  with  a 
Plan   for   a   Mental   Survey   of  an   Institution.     J.    of   Educ.    Psychol.,     /, 

1917,  8,  221-238.  See  No.  595. 

Pyle,  W.  H.  The  Alind  of  the  Negro  Child.  School  and  Soc,  1915,  1, 
357-360.  See  No.  604. 

Rosanoff,  A.  J.  Preliminary  Report  of  a  Higher  Scale  of  Mental  Meas- 
urement.    State  Hospital  Bull.,  1914-15,  7,  318-327.  See  No.  611. 

Rosanoff,  A.  J.  Evaluation  of  Reactions  in  an  Association  Test  De- 
signed for  the  Purpose  of  Higher  Mental  Measurements.  State  Hos- 
pital Bull.,  1915,  8,  215-217.  See  No.  612. 


109 


1309.  Rowland,    E.      Report    on    Experiments   at    the    State    Reformatory    for 

Women  at  Bedford,  New  York.  Psychol.  Rev..  1913.  20,  245-249. 
See  No.  613. 

1310.  SafRotti,    F.    U.      Contributo    alio    studio    dei    Rappoti    tia    I'lntelligenza 

i    Fattori  Biologico-sociali.     Riv.  d.  Anthrop..   1913,  18.     Pp.  34. 

An   analysis  of  the  Milan   results   with    regard   to   the   occupations   of   the  parents  of 
the    children. 

1311.  Simpson,  B.  R.     Correlations  of  Mental  Ability.     Columbia  Univ..  Teach- 
\»<'  ers  College   Contrib.  to  Educ,  1912,  No.  53.     Pp.  122. 

See  No.  627. 

1312.  Skinner,   C.   E.     Point   Scale   Ratings   of   Ninety-three   Dependent   Chil- 

dren.    Psychol.  Clin..  1916-17,  10,  168-174.  See  No.  313. 

1313.  Stenquist,  J.  L.,  Thorndike,  E.  L.,  and  Trabue,  M.  R.     The  Intellectual 

Status    of    Children    Who    are    Public    Charges.      Arch,    of    Psychol., 

1915,  No.  iZ.     Pp.  52.  See  No.  639. 

1314.  Terman,    L.    M.,    Lyman,    G.,    Ordahl,    G.,    Ordahl,    L.    E.,    Galbreath, 

N.,   and  Talbert,   W.      The    Stanford    Revision    and    Extension    of    the 
Binet-Si-.Tion   Scale   for  Measuring  Intelligence.     Baltimore:   Warwick 
and  YorK,  Educ.  Psychol.  Monog.,  1917,  No.   18.     Pp.   179. 
See  No.  328. 

1315.  Weidensall,  J.     The   Mentality  of  the   Criminal   Woman.     A  Compara- 

tive Study  of  the  Criminal  Woman,  the  Working  Girl,  and  the  Effi- 
cient Working  Woman  in  a  Series  of  Mental  and  Physical  Tests. 
Baltimore:  Warwick  and  York,  Educ.  Psychol.  Monog.,  1916,  No.  14. 
Pp.  332.  See  No.  657. 

1316.  Weintrob,   J.,    and    Weintrob,    R.      The    Influence    of    Environment    on 

Mental  Ability  as  Shown  by  the  Binet-Simon  Tests.  J.  of  Educ. 
Psychol.,  1912,  3,  577-583.  See  No.  997. 

1317.  Yerkes,  R.  M.,  Bridges,  J.  W.,  and  Hardwick,  R.  S.     A  Point  Scale  for 

Measuring  Mental  Ability.  Baltimore:  Warwick  and  York,  1915. 
Pp.  218.  See  No.  361. 

1318.  Yerkes,  R.  M.,  and  Anderson,  H.  M.     The  Itnportance  of  Social  Status 

as  Indicated  by  the  Results  of  the  Point  Scale  Method  of  Measuring      \ 
Mental  Capacity.    J.  of  Educ.  Psychol.,  1915,  6,  137-150.        See  No.  362. 

7.     With  the  Physically  Defective 

1319.  Bond,   N.   J.,   and   Dearborn,    W.    F.     A    Comparison   of    the    Auditory 

Memory  and  Tactual  Sensibility  of  the  Blind  with  Those  of  Persons 
Who  Have  Normal  Vision.     J.  of  Educ.   Psychol.,  1917,  8,  21-26. 

1320.  Cornell,  Arnold  E.     Gauging   the   Minds   of   the    Blind.     Tech.   World 

Mag.,  Apr.,  1915,  p.  214. 

Irwin's   revision   of  the   Binet   scale   for   blind   children. 

1321.  Haines,   T.    H;     A    Mental    Survey   of   the    Ohio    State    School    for    the 

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1916,  No.  89.     Pp.  86. 

A    full    description    of    the    tests    with    instructions    for    their   use.      Fifty-two    blind 
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110 


1323.     Haines,   T.    H.     A    Point    Scale    for    the    Mental    Measurement    of    the 
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1325  Kohnky,    E.      Preliminary    Study    of    the    Effect    of    Dental    Treatment 

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1326.  Pintner,   R.,  and   Patercon,   D.   G.      A    Class   Test   with    Deaf   Children. 

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1327.  Pintner,   R.,   and   Paterson,    D.    G.     A    Measurement    of    the    Language 

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1328.  Pintner,   R.,   and   Paterson,   D.   G.     The    Ability   of   Deaf   and    Hearing 

Children  to  Follow  iPrinted   Directions.     Ped.   Sem.,   1916,  21,  477-497. 

Woodworth    and    Wells    Easy    Directions    tests    used. 

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"Deaf   children    as    a   group   have   an    abnormally    poor   memory    span." 

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Largely    a    review    of   work    already    done. 

1331.  Pintner,  R.,  and  Paterson,  D.  G.    The  Binet  Scale  and  the  Deaf  Child. 

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1332.  Pintner,  R.,  and  Paterson,  D.   G.     The   Form-Board  Ability  of  Young 

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1333.  Pintner,  R.,  and  Paterson,  D.  G.     Learning  Tests  with   Deaf  Children. 

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A    contribution    in    the    field   of   educational    guidance    of    the    deaf. 

1335.  Porteus,  S.  D.     Mental  Tests  with  Delinquents  and  Australian  Aborig- 

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1337.  Strong,  E.  K.,  Jr.     Eflfects  of  Hookworm   Disease   on   the   Mental   and 

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Ill 


8.     For    Sex    Differences 

1339.  Anderson,  H.  W.,  and  Hilliard,  G.  H.     The  Standardization  of  Certain 

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Seven   tests  given   to  51   boys  and  64  girls.     Correlations   with   school   progress  and 
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79  hoys  and   76  girls   tested.   Girls   found   decidedly   inferior   to   the   boys. 

1343.  Bolton  T.  L.     The   Growth  of  Memory  in  School   Children.     Amer.   J. 

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A  study   of  age  and  sex  differences   in  the  memory   span  for  digits. 

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1346.  Burt,  C,  and  Moore,  R.  C.     The  Mental  Diflferences  between  the  Sexes. 

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Alters    und    Begabungs-Unterschiede    bei    Schiilern.      Beiheften    zur. 
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1351.  Gates,  A.  I.     Correlations  and  Sex  Differences  in  Memory  and   Substi- 

tution.    Univ.  of  Calif.     Publ.  in  Psychol.,  1916,  1,  245-250. 
197  students   in   elementary  psychology   were   tested. 

1352.  Gates,  A.  I.     Variations  in   Efficiency   During  the   Day,  Together  with 

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1355.  HoUingworth,     H.     L.      Articulation     and     Association.       J.     of     Educ. 

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1361.  King,  L.,  and  M'Crory,  J.     Freshman  Tests  at  the  State  University  of 

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1362.  Lodge,   R.   C,   and  Jackson,   J.   L.      Reproduction    of   Prose    Passages. 

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1363.  Manchester,  G.  S.     Experiments  on  the  Unrefllective  Ideas  of  Men  and 

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1364.  Monroe,  W.  S.     Perception  of  Children.     Ped.  Sem.,   1904,   11,  498-507. 

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1365.  Mulhall,  E.  F.    Tests  of  the  Memories  of  School  Children.     T.  of  Educ. 

Psychol.,    1917.  8,   294-302.  See   No.    569. 

1366.  Nevers  C.  C.    Dr.  Jastrow  on  Community  of  Ideas  of  Men  and  Women. 

Psychol.  Rev,,  1895,  2,  363-367.  See  No.  573. 

1367.  Pintner,    R.,    and    Anderson,    M.    M.      The    Picture    Completion    Test. 

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1368.  Pyle,  W.   H.     The   Mind   of  the   Negro   Child.      School   and    Soc,    1915, 

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1369.  Strong,  E.  K.,  Jr.     An  Interesting  Sex  Diflference.     Ped  Sem.,  1915.  22, 

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1370.  Terman,  L.  M.,  Lyman,  G.,  Ordahl,   G.,  Ordahl,   L.  E.,  Galbreath,  N., 

and  Talbert,  W.  The  Stanford  Revision  and  Extension  of  the  Binet- 
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1371.  Thompson,   H.  B.     The   Mental   Traits   of  Sex.     An    Experimental    In- 

vestigation of  the  Normal  Mind  in  Men  and  Women.  Chicago:  The 
Univ.  of  Chicago  Press,  1903.     Pp.   188.  See  No.  116. 

1372.  Travis,  A.     Reproduction  of  Short  Prose  Passages:    A  Study  of  Twr» 

Binet  Tests.     Psychol.  Clin..  1915-16.  9,  189-209. 

1373.  Wissler  C.     The  Correlation   of  Mental  and  Physical  Tests.     Psychol 

Monog.,  1901.  3,  No.  16.    Pp.  62.  See  No.  671. 

1374.  Woolley,  H.  T.     A  New  Scale   of  Mental  and  Physical   Measurements 

for  Adolescents,  and  Some  of  its  Uses.  J.  of  Educ.  Psychol.,  1915, 
6,  521-550.  See  No.  676. 

1375.  Woolley,  H.  T.,  and  Fischer,  C.  R.     Mental  and  Physical  Measurements* 

of  Working  Children.  Psychol.  M^n^g.,  1914,  18.  No,  77,  Pp.  247 
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113 


1376.  Yerkes,  R.  M.,  Bridges,  J.  W.,  and  Hardwick,  R.  S.    A  Point  Scale  for 

Measuring    Mental    Ability.      Baltimore:     Warwick    and    York.      1915. 
Pp   218.  See  No.  361. 

1377.  Yerkes,  R.  M.,  and  Burt,  H.  E.      The  Relation  of  Point  Scale  Measure- 

ments of  Intelligence  in  Educational  Performance  in  College  Students. 
School  and  Soc,  1917.  5,  535-540.  See  No.  365. 

1378.  Yoakum,  C.  S.,  and  Calfee,  M.    An  Analysis  of  the  Mirror-Drawing  Ex- 

periment.    J.  of  Educ.  Psychol..  1913,  4,  283-292.  See  No.  683. 

1379.  Young,    H.    B.     The    Witmer    Form    Board.      Psychol.    Clin.,    1916,    10, 

93-111.  See  No.  681. 

1380.  Young,  M.  H.     Correlation   of  the  Witmer   Form  Board   and   Cylinder 

Test.     Psychol.  Clin.,  1916,  10,  112-116.  See  No.  682. 

9.     For  Race  Differences 

1381.  Anonymous.      Mental    Examinations.      Albany,    N.    Y.:     The    Capitol. 

Eugenics  and  Social  Welfare  Bull.,  No.  11.    Pp.  73.  See  No.  780. 

1.^82      Baldwin,  B.  T.    The  Learning  of  Delinquent  Adolescent  Girls  as  Shown 
by  a  Substitution  Test.     J.  of  Educ.  Psychol.,  1913,  4,  317-332. 
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1383.  Bateman,  W.  G.    The  Naming  of  Colors  by  Children.     The  Binet  Test. 

Ped.  Sem.,  1915,  22,  469-486.  See  No.  145. 

1384.  Boulenger,  M.     T   testi  di  Binet  e   Simon  applicati  a  fanciulli  anormali 

inglesi   e  belgi.     Riv.  di  psicol.,  1915,  11,  227-234. 

1385.  Burt,  C,  and  Moore,  R.  C.    The  Mental  Differences  between  the  Sexes. 

J.  of  Exp.  Ped.,  1911-12,  1,  273-284,  355-388.  See  No.  423. 

1386.  Carley,  L.  A.    Mental  Tests  and  Practical  Judgment.     J.  of  Crim.  La-w 

and  Criminol.,  1915-16,  6,  249-259.  See  No.  428. 

1387.  Ferguson,   G.   O.     The   Psychology   of   the    Negro.     An    Experimental 

Study.     Arch,  of  Psychol.,  1916,  No.  36.     Pp.  138. 

Extensive   comparative   tests   of   negro    and   white   children. 

1.388.  Gilliland,  A.  R.  The  Mental  Ability  of  100  Inmates  of  the  Columbus 
(Ohio")  Workhouse.  J.  of  Crim.  Law  and  Criminol.,  1916-17,  7,  857- 
866.  See    No.    1246. 

1389.  Goddard,  H.  H.     Mental  Tests  and  the  Immigrant.     J.  of  Delinq.,  1917, 

2,  243-277.  See  No.  483. 

1390.  Jeronutti,   A.      .\pplicazione    della   "Scala    metrica    dell'   intelligenza"   di 

Binet  e  Simon,  e  dei  "reattivi"  di  Sante  de  Sanctis,  per  I'accertamento 
del  grado  dell*  intelligenza  nei  fanciulli  normale  e  del  grado  d'insuffi- 
cienza  mentale  nei  fanciulli  anormalie  deficienti  Esperienze,  compara- 
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1391.  Loades  H.  R.,  and  Rich,  S.  G.     Binet  Tests  on  South  African  Natives — 

Zulus.     Ped.  Sem.,  1917,  24,  373-383. 

The    1111    revision    was    translated    intn    Zulu.    .Tlternate    tests    being    used    only    oc- 
casirinally    when    the   original    test.s   dealt    with    material    unfamiliar   to  the   natives. 

1392.  Martin.  A.  L.     Experiments  with  Binet-Simon  Tests  upon  African  Col- 

ored Children.  Chiefly  Kaffirs.  Training  School  Bull.,  1915.  12,  122-123. 
A  brief  report  of  Dr.  Loades'  ftttempt  to  adapt  the  Bin^t  tests  to  the  ^ulu  language 
9n4  condition, 

114 


1393.  Morse,   J.     A    Comparison    of   White  and    Colored    Children,   Measured 

by  the   Binet   Scale   of   Intelligence.     4.   Intern.    Congr.    School    Hyg., 
Buffalo,  1913,  5,  655-662.     Also  Pop.  Sci.  Mo.,  1914,  84,  75-79. 
See  No.  910. 

1394.  Phillips,  B.  A.     The  Binet  Tests  Applied  to  Colored  Children.     Psychol. 

Clin.,   1914-15,  8,  190-196.  See  No.  921. 

1395.  Porteus,  S.  D.     Mental  Tests  with  Delinquents  and  Australian  Aborig- 

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1396.  Rogers,  A.  L.,  and  Mclntyre,  J.  L.     The   Measurement  of  Intelligence 

in  Children   by   the   Binet-Simon   Scale.     Brit.  J.   of  Psychol.,   1914-15, 
7,  265-299.  See  No.  294. 

1397.  Rowe,    E.    C.      Five    Hundred    Forty-seven    White    and    Two    Hundred 

Sixty-eight  Indian   Children  Tested  by  the   Binet-Simon   Tests.      Ped. 
Sem.,  1914,  21,  454-468.  See  No.  297. 

1398.  Schreuder,  A.  J.     Some   Dutch   Experiences   with   the   Binet   Scale.     4. 

Intern.  Congr.  School  Hyg.,  Buffalo,   1913,  5,  690-692. 

Many  of  the  Binet  tests  "are  suitable  for  international  application  and  this  proves 
again   the    superiority    of   the   work   of    Binet." 

1399.  Strong,    A.    C.      Three    Hundred    Fifty    White    and    Colored    Children 

measured    by    the    Binet-Simon    Measuring    Scale    of    Intelligence:     A 
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1400.  Sunne,  D,     A  Comparative  Study  of  White  and  Negro  Children.     J.  of 

Appl.  Psychol.,  1917,  1,  71-83.  See  No.  318. 

1401.  Yerkes,  R.  M.,  Bridges,  J.  W.,  and  Hardwick,  R.  S.    A  Point  Scale  for 

Measuring    Mental    Ability.      Baltimore:    Warwick    and    York,    1915. 
Pp.  218.  See  No.  361. 

10.     Vocational  Selection 

1402.  Bonser,  F.  G.     The  Selective   Significance  of  Reasoning  Ability  Tests. 

J.  of  Educ.  Psychol.,  1916,  7,  187-200.  See  No.  410. 

1403.  Burtt,  H.  E.     Professor   Miinsterberg's   Vocational   Tests.     J.   of  Appl. 

Psychol.,    1917,    1,  201-213. 

Work    begun    by    Professor    Miinsterberg    completed    and    supplemented. 

1404.  Gates,   A.    I.     The    Abilities    of    an    Expert    Marksman    Tested    in    the 

Psychological  Laboratory.     J.  of  Appl.  Psychol.,  1918,  2.  1-14. 
See  No.  475. 

1405.  Gould,  R.  L.     Manual  Accuracy  in   Prevocational   School   Boys.     J.   of 

Educ.  Psychol.,  1917,  8,  439-441.  See  No,  487. 

1406.  Hollingworth,    H.    L.      Specialized    Vocational    Tests    and    Methods. 

School  and  Soc,  1915,  1,  918-922.  See  No.  504. 

1407.  Hollingworth,  H.  L.    Vocational  Psychology.     Its  Problems  and  Meth- 

ods.   New  York:  Appleton,  1916.     Pp.  308.  See  No.  48. 

1408.  Hollingworth,    L.    S.     The    Vocational    Aptitudes    of    Women.      Chap. 

X.,  pp.  222-224,  Hollingworth's  Vocational  Psychology. 
See   No.    49. 

1409.  Hollingworth,   H.    L.,   and   Poffenberger,   A.   T.     Applied    Psychology. 

New  York:  Appleton,  1917.     Pp.  337.  See  No.  50. 

1410.  Jones,  E.   S.     The   Woolley   Test   Series   Applied   to   the    Detection   of 

Ability  in  Telegraphy.     J.  of  Educ.  Psychol.,  1917,  8,  27-34. 
See  No.  519. 

115 


1411.  Kemble,  W.   F.     Choosing   Employees   by   Mental   and   Physical   Tests. 

New   York:    The    Engineering    Mag.    Co.,    1917.     Pp.   333. 

1412.  Kitson,  H.  D.     Psychological  Tests  and  Vocational   Guidance.     School 

Rev.,  1910,  24,  207-214.  See  No.  538. 

1413.  Lahy,    J.    M.      Les    conditions    psychophysiologiques    de    I'aptitude    au 

travail  dactylographique.     J.  de  Physiology,   1913. 
Correlation  of  certain  tests   with  practical   ability. 

1414.  Link,   H.    C.     An    Experiment    in    Employment    Psychology.      Psychol. 

Rev.,   1918,  25,   116-127.  See  No.   548. 

1415.  Lough,  J.  E.    Experimental  Psychology  in   Vocational  Guidance.     Pro- 

ceedings of  the  Second  National  Conference  on  Vocational  Guidance. 
New  York:   1913,  89-96.  See   No.   552. 

1416.  McComas,  H.  C.     Some  Tests  for   Efficiency  of  Telephone   Operators. 

J.  of   Phil.   Psychol,  and    Sci.   Methods.  See    No.   561. 

1417.  Munsterberg,  H.    Finding  a  Life  Work.     McClure's  Mag.,  1910,  398-403. 

See   No.   11. 

1418.  Munsterberg,     H.       Psychology     and     Industrial     Efificiency.      Boston: 

Houghton,  Mifflin,  1913.     Pp.  321.  See  No.  78. 

1419.  Pintner,  R.,  and  Toops,    H.   A.      Mental   Traits    of    Unemployed    Men. 

J.  of  Appl.  Psychol.,  1917,  1,  325-341;  1918,  2,  15-25.  See  No.  83. 

1420.  Rogers,  H.  W.     Psychological  Tests  for  Stenographers  and  Typewrit- 

ers.   J.  of  Appl.  Psychol.,  1917,  1,  268-274.  See  No.  610. 

1421.  Schneider,   H.     Selecting   Men    for   Particular   Work.     National  Assoc. 

of  Corporation  Schools,  Bulletin,  1916,  3,  23-28.  See  No.  99. 

1422.  Scott,  W^.  D.     Selection  of   Employees   by   Means   of  Quantitative   De- 

terminations.     Annals    of    the    Amer.    Acad,    of    Polit.    and    Soc.    Sci., 
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1423.  Scott,   W.   D.     A   Fourth   Method    of   Checking   Results   in   Vocational 

Selection.    J.  of  Appl.  Psychol.,  1917,  1,  61-66.  See  No.  619. 

1424.  Seashore,  C.  E.     Avocational  Guidance  in  Music     J.  of  Appl.  Psychol., 

1917,  1,  342-348.  See  No.   102. 

1425.  Seashore,  C.  E.     Vocational  Guidance  in  Music.     Univ.  of  Iowa  Monog., 

First  Series,  1916,  No.  2.     Pp.  11. 

1426.  Seashore,  C.  E.     The  Measurement  of  a  Singer.     Science,  1912,  35,  201- 

212.  See  No.  621. 

1427.  Seashore,    C.    E.,   and   Mount,   G.    H.      Correlation    Factors    in    Musical 

Talent   and   Training.      Psychol.    Monog.    (Univ.    of    Iowa    Studies    in 
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1428.  Terman,  L.  M.     A  Trial  of  Mental  and  Pedagogical  Tests  in  a  Civil 

Service  Examination  for  Policemen  and  Firemen.    J.  of  Appl.  Psychol., 
1917,   1,   17-29. 

The   scores  from  the   tests   gave  high   correlation   with  the   salaries   of  the   men. 

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